2014 Volume 60 Issue 1 Pages 43-48
Objective: The present study examined whether Objective Structured Clinical Examination (OSCE) scores are related to Computer-Based Test (CBT) and graduation examination scores, and considered the OSCE’s application to undergraduate medical education.
Study design: The subjects were 282 students who underwent a common achievement examination and a graduation examination at Juntendo University. The subjects were divided into four (A to D) groups according to their ranking on academic-year-specific CBT and graduation examination scores. Correct answer rates and global rating scores were compared among the four ranks.
Results: The correct answer rate on the OSCE was 89.06±3.86, and the global rating score was 4.67±0.36. The correct answer rate on the Advanced OSCE was 80.13±9.85, and the global rating score was 4.50±0.74. The top-ranked group also scored highest on the OSCE and Advanced OSCE. The correct answer rates and global rating scores of both OSCE and Advanced OSCE decreased as rank decreased from Rank A to Rank D.
Conclusions: The correct answer rates for the OSCE and Advanced OSCE in students who received low CBT and graduation examination scores were lower than those of the high-score group. It is necessary to encourage students to develop and improve their skills based on knowledge that will facilitate smooth postgraduate clinical training.
