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Cited by 28Innovations in Medical EducationMedical Education and AdmissionsClinical Reasoning and Diagnostic Skills

Comparability of Objective Structured Clinical Examinations (OSCEs) and Written Tests for Assessing Medical School Students’ Competencies: A Scoping Review

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Chang, Oswin, Holbrook, Anne M., Lohit, Simran, Deng, Jiawen, Xu, Janice, Lee, Munil, Cheng, Alan·2023·Evaluation & the Health Professions
DOI 10.1177/01632787231165797PMC PMC10443966
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Abstract

Objective Structured Clinical Examinations (OSCEs) and written tests are commonly used to assess health professional students, but it remains unclear whether the additional human resources and expenses required for OSCEs, both in-person and online, are worthwhile for assessing competencies. This scoping review summarized literature identified by searching MEDLINE and EMBASE comparing 1) OSCEs and written tests and 2) in-person and online OSCEs, for assessing health professional trainees’ competencies. For Q1, 21 studies satisfied inclusion criteria. The most examined health profession was medical trainees (19, 90.5%), the comparison was most frequently OSCEs versus multiple-choice questions (MCQs) (18, 85.7%), and 18 (87.5%) examined the same competency domain. Most (77.5%) total score correlation coefficients between testing methods were weak ( r < 0.40). For Q2, 13 articles were included. In-person and online OSCEs were most used for medical trainees (9, 69.2%), checklists were the most prevalent evaluation scheme (7, 63.6%), and 14/17 overall score comparisons were not statistically significantly different. Generally low correlations exist between MCQ and OSCE scores, providing insufficient evidence as to whether OSCEs provide sufficient value to be worth their additional cost. Online OSCEs may be a viable alternative to in-person OSCEs for certain competencies where technical challenges can be met.

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  • Traditional written exams fail to measure complex, context-dependent decision-making and communication.

    “traditional written exams fail to measure complex, context dependent decision‑making and communication [5, 6]”

    From Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial (2026) · cites this paper as [6]

    The Introduction describes limitations of multiple-choice questions, and the Results report low correlations between written tests and OSCEs for the Communicator competency. But the Discussion > Implications says written exams are limited for some competencies, not that they fail to measure communication or complex, context-dependent decision-making; it also finds insufficient evidence that OSCEs are superior. Page numbers are unavailable in our copy. (LLM, conf=0.86)

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Cited by

Sorted by citations

Authors
Chang, O., Holbrook, A. M., Lohit, S., Deng, J., Xu, J., Lee, M., & Cheng, A.
Affiliations
  • St. Joseph’s Healthcare Hamilton (CA)
  • Western University (CA)
Corresponding author
Holbrook, Anne M.
ORCID
Venue
Evaluation & the Health Professions
Publisher
SAGE Publications
Published
2023-03-23
Volume
46
Issue
3
Pages
213-224
ISSN
  • 0163-2787 (ISSN-L)
  • 1552-3918
DOI
10.1177/01632787231165797
PMC
PMC10443966
OpenAlex
W4360804759
Cited by
28
References
6
Citations by year
2026: 8 · 2025: 12 · 2024: 6 · 2023: 2
FWCI
7.11
Type
journal article
Language
en
Open access
Licence
Locations
  • Evaluation & the Health Professions (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Figshare (submittedVersion, cc-by)
  • Sage Journals Data (cc-by)
Funders
eCampusOntario
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Medical Education and Admissions
  • Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords
OSCE, written examinations, multiple-choice questions, competency assessment, medical students, test score correlation, checklist-based assessment, health professions education, assessment validity
MeSH terms
Clinical Competence, Educational Measurement, Humans, Schools, Medical, Students, Medical

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