Comparison of two data capture methods and gender during clinical assessment in osteopathy: The impact on student/ tutor satisfaction ratings
Background: Direct observation of students with patients is important for assessing clinical skills prior to professional registration. The mini-clinical evaluation exercise (mini-CEX) is established as part of a broad assessment profile. Differences between student and tutor satisfaction, when deploying this assessment through different methods, are not widely explored. This study explored gender bias in osteopathy students and tutors with satisfaction ratings, using the miniCEX via online and paper-based versions.
Methods: An online mini-CEX was initially trialled as a posthoc data entry administration tool. Android tablets were then used for online capture of observed clinical practice of students by tutors. Comparison with a paper counterpart over the course of three academic years was undertaken. Influence of gender and assessment capture was analysed using summary, correlation and regression statistics to explore the data in depth.
Results: 736 assessments of patient encounters were analysed (550 (75%) online). The influence of paper and online process on satisfaction scores was not significant (odds ratio 1, CI 0.86 – 1.15). Student satisfaction ratings for female students assessed by male tutors indicated lower scores compared to same-sex pairings (P<.007). Correlation between all student and tutor satisfaction ratings was moderate (r2=0.62, 95% CI 0.57 – 0.66, P<.00001).
Conclusions: The findings suggest that there is no difference between the two methods of delivery and satisfaction for either examiner or student, suggesting support for use of the online version. The relevance to the teaching environment within osteopathy has applicability to wider clinical healthcare. The role of gender as an influence in the satisfactory conduct of assessment warrants further investigation.
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