Student performance and satisfaction for a musculoskeletal objective structured clinical examination.

BACKGROUND

The reliability and validity of various Objective Structured Clinical Examinations (OSCEs) have been well documented in the medical and nursing literature. The purpose of this study was to examine the effect of exam preparation methods on student performance and student satisfaction for an OSCE used to assess doctoral physical therapist students.

SUBJECTS

Sixty-five physical therapist students from two post-professional physical therapist programs were randomized to a rubric exam preparation group and a nonrubric exam preparation group for a musculoskeletal OSCE.

METHODS

The OSCE was a midterm practical exam for a peripheral joint musculoskeletal course. Upon completion of the exam, all students completed a post-exam satisfaction survey.

RESULTS

The results of the 2 x 2 ANCOVA that examined performance and satisfaction on the OSCE indicated a significant interaction between the group assignment and program, p<0.028, for performance, and that satisfaction scores between the rubric and nonrubric groups and program were not significant for any of the questions asked on the post-examination survey.

CONCLUSION

Despite the reported benefit of utilizing rubrics, the findings of this study did not show a difference in student performance or satisfaction when using a rubric to prepare for an OSCE.