PMID- 32227150
OWN - NLM
STAT- MEDLINE
DCOM- 20210917
LR  - 20220413
IS  - 1945-1997 (Electronic)
IS  - 0098-6151 (Linking)
VI  - 120
IP  - 4
DP  - 2020 Apr 1
TI  - Relationship of Clinical Skills Performance in Medical School With COMLEX-USA 
      Level 2-Performance Evaluation.
PG  - 245-252
LID - 10.7556/jaoa.2020.041 [doi]
AB  - CONTEXT: Osteopathic medical students are required to pass the Comprehensive 
      Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Levels 1- and 
      2-Cognitive Evaluation and COMLEX-USA Level 2-Performance Evaluation (PE) to 
      graduate. Predictors of COMLEX-USA cognitive exam performance are well 
      established, but relatively few studies have explored factors associated with 
      performance on the Level 2-PE. OBJECTIVE: To evaluate the relationship between 
      school-based clinical competency assessments (written, simulation, and workplace 
      evaluations) and Level 2-PE performance to ensure that these assessment efforts 
      are effective and grounded in evidence to support student readiness. METHODS: 
      School-based performance measures for 451 first-time takers of COMLEX-USA Level 
      2-PE were analyzed. A series of Mann-Whitney analyses were applied to compare 3 
      types of clinical performance assessments against COMLEX-USA Level 2-PE pass-fail 
      performance: (1) internal objective structured clinical examinations (OSCE; 
      average discipline-specific OSCE score and a comprehensive OSCE); (2) national 
      examination performance (average clinical subject Comprehensive Osteopathic 
      Medical Achievement Test, or COMAT, scores and Comprehensive Osteopathic Medical 
      Self-Assessment Examination, or COMSAE, Phase 2 scores); and (3) a 
      workplace-based clinical evaluation by preceptors. RESULTS: Students who passed 
      the Level 2-PE had a significantly higher average discipline-specific OSCE score, 
      COMSAE Phase 2 performance score, average COMAT score, and individual subject 
      COMAT scores in all subjects except Psychiatry. Students who passed the Level 
      2-PE humanistic domain also had significantly higher scores in the communication 
      skill component of the school's comprehensive OSCE. Similarly, students who 
      passed the Level 2-PE biomedical domain had significantly higher scores in the 
      data gathering and subjective, objective, assessment, and plan documentation 
      scores on the internal OSCE. The size of these differences (eta2) was relatively 
      small. Student performance on the competency-based preceptor evaluation showed no 
      significant relationship with pass-fail performance on the Level 2-PE. 
      CONCLUSION: High-stakes OSCEs aligned with the level 2-PE blueprint are effective 
      predictors of performance and are an important way to support student readiness 
      for the Level 2-PE. Other assessments, such as subject-based COMATs and COMSAE 
      Phase 2, add value to school-based assessments over workplace-based assessments.
FAU - Wang, Shiyuan
AU  - Wang S
FAU - Basehore, Pamela
AU  - Basehore P
LA  - eng
PT  - Journal Article
PL  - United States
TA  - J Am Osteopath Assoc
JT  - The Journal of the American Osteopathic Association
JID - 7503065
SB  - IM
MH  - Clinical Competence
MH  - Educational Measurement
MH  - Humans
MH  - Licensure, Medical
MH  - *Osteopathic Medicine/education
MH  - Schools, Medical
MH  - *Students, Medical
MH  - United States
EDAT- 2020/04/01 06:00
MHDA- 2021/09/18 06:00
CRDT- 2020/04/01 06:00
PHST- 2020/04/01 06:00 [entrez]
PHST- 2020/04/01 06:00 [pubmed]
PHST- 2021/09/18 06:00 [medline]
AID - 2763651 [pii]
AID - 10.7556/jaoa.2020.041 [doi]
PST - ppublish
SO  - J Am Osteopath Assoc. 2020 Apr 1;120(4):245-252. doi: 10.7556/jaoa.2020.041.