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Correlation between task-based checklists and global rating scores in undergraduate objective structured clinical examinations in Saudi Arabia: a 1-year comparative study
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Uzma Khan
, Yasir Naseem Khan - J Educ Eval Health Prof. 2025;22:19. Published online June 19, 2025
- DOI: https://doi.org/10.3352/jeehp.2025.22.19
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- 1 Web of Science
- 2 Crossref
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Abstract
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Supplementary Material - Purpose
This study investigated the correlation between task-based checklist scores and global rating scores (GRS) in objective structured clinical examinations (OSCEs) for fourth-year undergraduate medical students and aimed to determine whether both methods can be reliably used in a standard setting.
Methods
A comparative observational study was conducted at Al Rayan College of Medicine, Saudi Arabia, involving 93 fourth-year students during the 2023–2024 academic year. OSCEs from 2 General Practice courses were analyzed, each comprising 10 stations assessing clinical competencies. Students were scored using both task-specific checklists and holistic 5-point GRS. Reliability was evaluated using Cronbach’s α, and the relationship between the 2 scoring methods was assessed using the coefficient of determination (R2). Ethical approval and informed consent were obtained.
Results
The mean OSCE score was 76.7 in Course 1 (Cronbach’s α=0.85) and 73.0 in Course 2 (Cronbach’s α=0.81). R2 values varied by station and competency. Strong correlations were observed in procedural and management skills (R2 up to 0.87), while weaker correlations appeared in history-taking stations (R2 as low as 0.35). The variability across stations highlighted the context-dependence of alignment between checklist and GRS methods.
Conclusion
Both checklists and GRS exhibit reliable psychometric properties. Their combined use improves validity in OSCE scoring, but station-specific application is recommended. Checklists may anchor pass/fail decisions, while GRS may assist in assessing borderline performance. This hybrid model increases fairness and reflects clinical authenticity in competency-based assessment. -
Citations
Citations to this article as recorded by
- The effectiveness of the “Early clinical exposure” course based on narrative medicine in cultivating the professional qualities of undergraduates in clinical medicine: a mixed-methods study
Zhao Li, Huijuan Cai, Xiaolin Yang, Jingsong Lin, Wenhua Cao, Peng Zhang, Jing Ren, Dayong Zheng
BMC Medical Education.2026;[Epub] CrossRef - Agreement and reliability of global rating versus checklist scores in a high-stakes undergraduate OSCE in Rwanda
Olayinka Rasheed Ibrahim, Natalie McCall, Abebe Bekele, Biniam Ewnte Zelelew, Oluwaseun Ojomo, Anteneh Gadisa Belachew, Equlinet Misganaw Amare, Zelalem Mengistu Gashaw, Birhanu Abera Ayana, Ariane Nina Ndayikeje
BMC Medical Education.2026;[Epub] CrossRef
- The effectiveness of the “Early clinical exposure” course based on narrative medicine in cultivating the professional qualities of undergraduates in clinical medicine: a mixed-methods study
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