Enhancing the Reliability and Validity of the Objective Structured Clinical Examination (OSCE): A Multi-Faceted Intervention Study at Kufa University Faculty of Medicine

Abstract

Background: The Objective Structured Clinical Examination (OSCE) plays an integral part in this test battery to assess performance in simulated environments. Methods: This study examines the reliability and validity of the OSCE as part of the Final Professional Exam (FPE) at the University of Kufa, Faculty of Medicine, for the academic year 2023-2024. The study aimed to enhance OSCE reliability through improvements in station design, examiner training, and exam environment, guided by AMEE standards. Results: The OSCE included 210 students, with 98.571% passing, and showed a high-reliability score with Cronbach’s Alpha at 0.95. The correlation between OSCE and written exam scores was 0.605, demonstrating a moderate positive relationship. Comparisons with the previous year’s exam (IPE 2) showed improved reliability and correlation, highlighting the effectiveness of the interventions. However, discrepancies in inter-group correlations and specific station performance suggest areas for further refinement. Conclusions: The study underscores the importance of rigorous validation in educational assessments to ensure trust in examination results and recommends continued focus on enhancing OSCE reliability and student preparation, particularly in communication skills.