The use of interprofessional peer examiners in an objective structured clinical examination: can dental students act as examiners?

G. R. Ogden, M. Green, J. S. Ker

    Research output: Contribution to journalArticlepeer-review

    21 Citations (Scopus)


    Objective: To assess whether final year dental students could act as
    reliable examiners within an Objective Structured Clinical Examination
    (OSCE) by comparison with results obtained by an experienced member of
    staff. Design: A station testing examination of the mouth was included
    in the second year medical undergraduate summative OSCE examination.
    Setting: Concurrently run in three different examination venues on the
    Ninewells Hospital campus. Subjects: 147 medical students and 3 pairs
    (A, B, C) of examiners. Each examining pairing consisted of one member
    of staff and one dental student (blind to each other's marking). Method:
    A checklist of 13 tasks to be performed was provided to the examiners.
    One mark awarded for a completed task, no mark for no attempt at the
    task, and half a mark for attempt at task. Results: Paired results were
    available for 125 medical students. Using Mann-Witney analysis, the
    non-parametric 95% confidence intervals for the difference in scores
    between the 3 paired teams were group A (-0.5, 0), group B (-0.5, 0.5),
    group C (-0.5, 0). In only 4 students (out of 125) did the difference
    between the individual pair differ by 2 or more marks. Conclusion: On
    the basis of this pilot study final year dental students may be used as
    examiners in OSCEs where basic technical skills are to be evaluated.
    This development from peer group teaching provides further evidence
    supportive of interprofessional education. © British Dental Journal

    Original languageEnglish
    Pages (from-to)160-164
    Number of pages5
    JournalBritish Dental Journal
    Issue number3
    Publication statusPublished - 2000

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