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2019, Number 3

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Revista Cubana de Educación Médica Superior 2019; 33 (3)

Development of a scale for medical students' meanings, perceptions and sensations during OSCE

Higuita GLF, Jaramillo CAM, Cardona AJA

Language: Spanish
References: 34
Page: 1-18
PDF size: 423.44 Kb.


ABSTRACT

Introduction: Objective structured clinical examination has had widespread dissemination in healthcare programs. Despite its validity, reliability and versatility, it has been pointed out that students' performance may be affected by their meanings, perceptions and sensations concerning the test.
Objective: Develop a scale for meanings, perceptions and sensations triggered by the objective structured clinical examination, to evaluate its reproducibility and validity among students from a medical school in Medellín.
Methods: Development of the scale consisted of three stages: literature review, item reduction and evaluation of psychometric properties. Estimation was made of Cronbach's alpha, Pearson's correlation coefficient and Student's t - distribution. Exploratory factor analysis was complemented with Kaiser-Meyer-Olkin's statistical analysis, Bartlett's sphericity and varimax rotation matrix. Items were described with summary measurements. Declaration of Helsinki principles were abided by, and privacy in the management of information was ensured.
Results: Cronbach's alpha was > 0.70 for the three domains. Discriminating power and internal consistency success was 100%, while in terms of content validity it was 100% for the domains meanings and sensations. Predictive validity found that items explained 61% of the variability. Exploratory factor analysis was satisfactory, with a Kaiser-Meyer-Olkin value of 0.812 and Bartlett's sphericity < 0.001. The matrix rotated revealed the three domains.
Conclusions: The scale displayed excellent reproducibility in terms of reliability, internal consistency and discriminating power criteria, and excellent appearance, content and predictive validity. This constitutes important input for the application of the didactic resource.


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