Journal of Educational Evaluation for Health Professions

Research article

Correlation between task-based checklists and global rating scores in undergraduate objective structured clinical examinations in Saudi Arabia: a 1-year comparative study: 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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Abstract PDF 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.

Brief Report

Medical students’ perception of the proposal for theme-based integrated multi-disciplinary objective structured practical examination in Saudi Arabia: Mohammad Saleh Hassan, Amel Yacoubi; J Educ Eval Health Prof. 2016;13:15. Published online March 31, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.15

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2 Web of Science
3 Crossref

This study aimed to find the opinion of preclinical medical students concerning a new suggested approach for practical assessment. Fifty-three female students agreed to participate in this study, out of 87 registered students in years 2 and 3 of the basic science phase of the College of Medicine, Qassim University, Kingdom of Saudi Arabia. Full explanation was made to the students of theme-based integrated objective structured practical examination (TBI-OSPE), followed by distribution of a questionnaire to collect the students’ opinions. The study was conducted in January 2015. Results showed that 78% of respondents were accepting of this new approach, and that only 5.7% rejected it. This difference was statistically significant (P<0.05). This study suggested a new model for assessment of preclinical students’ competencies using the proposed tool (TBI-OSPE) rather than standard classical OSPE, particularly in curricula involving high levels of integration and theme-based problems. This form of assessment would more positively enhance learning.

Citations

Citations to this article as recorded by

Medical students’ perspectives on the role of OSPE and OSCE in the educational journey and contribution to career development: A cross-sectional study
Fahad Abdulaziz Alrashed, Tauseef Ahmad, Abdulrahman M. Alsubiheen, Saad A. Alhammad, Mishal M. Aldaihan, Alaa M. Albishi, Zafrul Hasan
Medicine.2026; 105(3): e47233. CrossRef
Standard-Setting of Multidisciplinary Objective Structured Practical Examination
Sherif M Zaki, Amira S Ismail
Cureus.2022;[Epub] CrossRef
Assessing the Effectiveness of the Integrated OSPE in Undergraduate Medical Curriculum, Students’ Perception
Amira Salem Alsagheer, Mohamed Soliman Ali
Journal of Ecophysiology and Occupational Health.2022; : 109. CrossRef

Research Article

Evaluation of hospital-learning environment for pediatric residency in eastern region of Saudi Arabia: Waleed H. BuAli, Abdul Sattar Khan, Mohammad Hussain Al-Qahtani, Shaikha aldossary; J Educ Eval Health Prof. 2015;12:14. Published online April 18, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.14

33,690 View
191 Download
13 Web of Science
16 Crossref

Abstract PDF

Purpose
No study had been conducted to assess the hospitals’ environment for learning purposes in multicenter sites in Saudi Arabia. It aims to evaluate the environment of hospitals for learning purposes of pediatric residents. Methods: We applied Postgraduate Hospital Educational Environment Measure (PHEEM) to measure the learning environment at six teaching hospitals in the Eastern Region of Saudi Arabia from September to December 2013. Results: The number of respondents was 104 (86.7%) out of 120 residents and 37 females and 67 male residents have responded. The residents’ response scored 100 out of 160 maximum score in rating of PHEEM that showed overall learning environment is favorable for training. There were some items in the social support domain suggesting improvements. There was no significant difference between male and female residents. There was a difference among the participant teaching hospitals (p<0.05). Conclusion: The result pointed an overall positive rating. Individual item scores suggested that their social life during residency could be uninspiring. They have the low satisfactory level and they feel racism, and sexual discrimination. Therefore, there is still a room for improvement.

Citations

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Cureus.2025;[Epub] CrossRef
Examining the Psychometric Properties of Post-graduate Hospital Educational Environment Measure for Saudi Pediatric Trainees: Principal Component Analysis
Khouloud Abdulrhman Alsofyani, Saud Bahaidarah, Abdulaziz Boker
Iranian Journal of Pediatrics.2024;[Epub] CrossRef
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Revista Brasileira de Educação Médica.2024;[Epub] CrossRef
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BMC Medical Education.2024;[Epub] CrossRef
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Jonathan G. Sawicki, Boyd F. Richards, Alan Schwartz, Dorene Balmer
Academic Pediatrics.2023; 23(6): 1288. CrossRef
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Paediatrica Indonesiana.2022; 62(4): 249. CrossRef
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