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Korean J Med Educ > Volume 21(1); 2009 > Article
Korean Journal of Medical Education 2009;21(1): 23-33. doi: https://doi.org/10.3946/kjme.2009.21.1.23
의료윤리 능력 평가로서의 객관구조화 구술시험 개발 경험
노혜린1, 김자경2, 황종윤3, 박승배1, 이상욱4
1강원대학교 의학전문대학원 외과학교실
2강원대학교 의학전문대학원 소아과학교실
3강원대학교 의학전문대학원 산부인과학교실
4강원대학교 의학전문대학원 비뇨기과학교실
Experience of Implementation of Objective Structured Oral Examination for Ethical Competence Assessment
Hye Rin Roh1, Ja-Kyoung Kim2, Jong-Yun Hwang3, Sung Bae Park1, Sang Wook Lee4
1Department of Surgery, School of Medicine, Kangwon National University, Chuncheon, Korea.
2Department of Pediatrics, School of Medicine, Kangwon National University, Chuncheon, Korea.
3Department of Obstetrics & Gynecology, School of Medicine, Kangwon National University, Chuncheon, Korea.
4Department of Urology, School of Medicine, Kangwon National University, Chuncheon, Korea.
Corresponding Author: Ja-Kyoung Kim, Tel: 033-258-2316, Fax: 033-258-2418, Email: kjaky@kangwon.ac.kr
Received: October 25, 2008;  Accepted: January 16, 2009.
PURPOSE: We developed an objective structured oral examination (OSOE) case to assess the medical ethics of students. The aim of this study was to assess the reliability of OSOE with generalizability theory. METHODS: One 10-minute OSOE that contained key questions was developed. The evaluation sheet consisted of 4 domains: moral sensitivity, moral reasoning, decision making, and attitude. The total number of items was 13. The numbers of checklist items and global rating items were 11 and 2, respectively. Items and key questions were validated by 6 professionals. Standardization of the raters and the pilot study was performed before the OSOE. Fifty-four third-year medical students participated in the OSOE. The OSOE was duplicated, and 2 professors assessed 1 student independently. Each station lasted 8 minutes and was followed by a 2-minute interval,during which raters completed the checklist forms. We analyzed the reliability of the OSOE with the GENOVA program. RESULTS: The reliability (generalizability coefficient) was 0.945, and the interrater agreement was 0.867. The type of item, checklist or global rating, was the largest variance component. The reliability of the checklist alone was 0.668 and that of the global rating alone was 0.363. CONCLUSION: The OSOE is reliable and can be used to assess ethics. More research should focus on achieving validity.
Keywords: Medical ethics;Educational measurement;Clinical competence;Statistics as topic
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