Comparison of Global Rating Assessment Between Examiners and Simulated Patients on Communication Skills with OSCE Scores
Perbandingan Penilaian Global Rating Antara Penguji dan Pasien Simulasi Pada Keterampilan Komunikasi Dengan Nilai OSCE
DOI:
https://doi.org/10.37012/jik.v17i1.2303Keywords:
OSCE, global rating, pasien standar, pengujiAbstract
Introduction: In the field of medical education, the evaluation process of communication and clinical skills training is known as Objective Structured Clinical Examination (OSCE). OSCE can be assessed using the global rating method, which is a method of subjective evaluation by examiners and standardized patients of student performance. Objective: The study aims to examine the relationship between the subjectivity of examiners and standardized patients in OSCE scores using the global rating method. Methods: The study involved 985 students from the Faculty of Medicine at Maranatha Christian University who participated in the Local OSCE from December 2021 until January 2022. Secondary data were analyzed using logistic regression in SPSS software and presented in tables and multivariate analysis. Results: The global rating assessment by examiners showed a significant relationship with OSCE scores (p<0.001), while the global rating assessment by standardized patients did not show a significant relationship with OSCE scores (p>0.05). This indicates that the evaluation by examiners has a greater influence on OSCE results compared to the assessment by standardized patients. Recommendations: More comprehensive training is needed for standardized patients in conducting assessments using the global rating method to minimize bias. Furthermore, future research is recommended to explore other factors that may influence OSCE assessments to improve the validity and reliability of the evaluation.
References
Akhigbe, T. (2018). Summative Objective Structured Clinical Examination Assessment: A Mini Review. International Journal of Medical Reviews, 5(4), 140–142. https://doi.org/10.29252/IJMR-050402
Al-Hashimi, K., Said, U. N., & Khan, T. N. (2023). Formative Objective Structured Clinical Examinations (OSCEs) as an Assessment Tool in UK Undergraduate Medical Education: A Review of Its Utility. Cureus. https://doi.org/10.7759/cureus.38519
Alkhateeb, N., Salih, A. M., Shabila, N., & Al-Dabbagh, A. (2022). Objective structured clinical examination: Challenges and opportunities from students’ perspective. PLOS ONE, 17(9), e0274055. https://doi.org/10.1371/journal.pone.0274055
Ansari, T., Al Mansour, M., & Tanzil, S. (2021). Acceptability of objective structured clinical examination (OSCE) as an effective assessment tool.
Balstad, T. R., Bye, A., Jenssen, C. R., Solheim, T. S., Thoresen, L., & Sand, K. (2019). Patient interpretation of the Patient-Generated Subjective Global Assessment (PG-SGA) Short Form. Patient Preference and Adherence, Volume 13, 1391–1400. https://doi.org/10.2147/PPA.S204188
Brouwers, M., Custers, J., Bazelmans, E., van Weel, C., Laan, R., & van Weel-Baumgarten, E. (2019). Assessment of medical students’ integrated clinical communication skills: development of a tailor-made assessment tool. BMC Medical Education, 19(1), 118. https://doi.org/10.1186/s12909-019-1557-3
Bußenius, L., Kadmon, M., Berberat, P. O., & Harendza, S. (2022). Evaluating the Global Rating scale’s psychometric properties to assess communication skills of undergraduate medical students in video-recorded simulated patient encounters. Patient Education and Counseling, 105(3), 750–755. https://doi.org/10.1016/j.pec.2021.06.001
Elabd, K., Abdul-Kadir, H., Alkhenizan, A., & Alkhalifa, M. K. (2023a). A Comparison of the Checklist Scoring Systems, Global Rating Systems, and Borderline Regression Method for an Objective Structured Clinical Examination for a Small Cohort in a Saudi Medical School. Cureus. https://doi.org/10.7759/cureus.39968
Elabd, K., Abdul-Kadir, H., Alkhenizan, A., & Alkhalifa, M. K. (2023b). A Comparison of the Checklist Scoring Systems, Global Rating Systems, and Borderline Regression Method for an Objective Structured Clinical Examination for a Small Cohort in a Saudi Medical School. Cureus, 15(6), e39968. https://doi.org/10.7759/cureus.39968
Flanagan, O. L., & Cummings, K. M. (2023). Standardized Patients in Medical Education: A Review of the Literature. Cureus, 15(7), e42027. https://doi.org/10.7759/cureus.42027
Gormley, G. (2011). Summative OSCEs in undergraduate medical education. The Ulster Medical Journal, 80(3), 127–132.
Kedokteran Indonesia, K. (2019). Standar Nasional Pendidikan Profesi Dokter Indonesia.
Ngo, B., Nguyen, D., & vanSonnenberg, E. (2022). The Cases for and against Artificial Intelligence in the Medical School Curriculum. Radiology. Artificial Intelligence, 4(5), e220074. https://doi.org/10.1148/ryai.220074
Radziej, K., Loechner, J., Engerer, C., Niglio de Figueiredo, M., Freund, J., Sattel, H., Bachmann, C., Berberat, P. O., Dinkel, A., & Wuensch, A. (2017). How to assess communication skills? Development of the rating scale ComOn Check. Medical Education Online, 22(1), 1392823. https://doi.org/10.1080/10872981.2017.1392823
Read, E. K., Bell, C., Rhind, S., & Hecker, K. G. (2015). The Use of Global Rating Scales for OSCEs in Veterinary Medicine. PLOS ONE, 10(3), e0121000. https://doi.org/10.1371/journal.pone.0121000
Roy, M., Wojcik, J., Bartman, I., & Smee, S. (2021). Augmenting physician examiner scoring in objective structured clinical examinations: including the standardized patient perspective. Advances in Health Sciences Education, 26(1), 313–328. https://doi.org/10.1007/s10459-020-09987-6
Sim, J. H., Abdul Aziz, Y. F., Vijayanantha, A., Mansor, A., Vadivelu, J., & Hassan, H. (2015). A Closer Look at Checklist Scoring and Global Rating for Four OSCE Stations: Do the Scores Correlate Well? Education in Medicine Journal, 7(2). https://doi.org/10.5959/eimj.v7i2.341
Swanson, D. B., & van der Vleuten, C. P. M. (2013). Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited. Teaching and Learning in Medicine, 25(sup1), S17–S25. https://doi.org/10.1080/10401334.2013.842916
Swanwick, T. (2013). Understanding medical education. In Understanding Medical Education (pp. 1–6). Wiley. https://doi.org/10.1002/9781118472361.ch1
Varkey, B. (2021). Principles of Clinical Ethics and Their Application to Practice. Medical Principles and Practice : International Journal of the Kuwait University, Health Science Centre, 30(1), 17–28. https://doi.org/10.1159/000509119
Virk, A., Joshi, A., Mahajan, R., & Singh, T. (2020). The power of subjectivity in competency-based assessment. Journal of Postgraduate Medicine, 66(4), 200–205. https://doi.org/10.4103/jpgm.JPGM_591_20
Yazbeck Karam, V., Park, Y. S., Tekian, A., & Youssef, N. (2018). Evaluating the validity evidence of an OSCE: results from a new medical school. BMC Medical Education, 18(1), 313. https://doi.org/10.1186/s12909-018-1421-x
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Wenny Waty, Albert Rodney Hutagalung, Fen Tih, Ardo Sanjaya, Julia Windi Gunadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Ilmiah Kesehatan allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions Authors are allowed to archive their submitted article in an open access repository Authors are allowed to archive the final published article in an open access repository with an acknowledgment of its initial publication in this journal.
Lisensi Creative Commons Atribusi 4.0 Internasional.
