• E Ollier, C Pelissier, C Boissier, T Barjat, P Berthelot, C Boutet, X Gocko, C Le Hello, and S Perinel.
• Groupe ECOS de la faculté de médecine Jacques-Lisfranc, université Jean-Monnet, Saint-Étienne, France.
• Rev Med Interne. 2024 Jun 1; 45 (6): 327334327-334.

IntroductionObjective Structured Clinical Examinations (OSCEs) assess professional performance in a simulated environment. Following their integration into the reform of the 2nd cycle of medical studies (R2C), this pedagogical modality was implemented in France. This study investigates the variability of students' OSCE scores, as well as their inter-rater reproducibility.MethodsThis single-center retrospective study covered several sessions of evaluative OSCE circuits conducted between January 2022 and June 2023. Variables collected were: baseline situation family, competency domain, presence of a standardized participant for stations; gender and professional status for evaluators; scores (global, clinical and communication skills), number of previously completed OSCE circuits and faculty scores for students.ResultsThe variability of the overall score was explained mainly (79.7%, CI95% [77.4; 82.0]) by the station factor. The student factor and the circuit factor explained 7.5% [12.9; 20.2] and<0.01% [2.10-13; 2.10-9] respectively. The inter-rater intra-class correlation coefficient was 87.2% [86.4; 87.9] for the global score. Station characteristics (starting situation, domain) and evaluator characteristics (gender, status) were significantly associated with score variations.ConclusionThis first study on the variability of OSCE circuit scores in France shows good reproducibility with influence of station characteristics. In order to standardize circuits, variability linked to the domain competency should be considered as well.Copyright © 2024 The Author(s). Published by Elsevier Masson SAS.. All rights reserved.

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