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Abstract
Purpose
This study was aimed to compare and contrast the evaluation scores on students OSCE performance between the instructors and students according to the Bloom's taxonomy.
Methods
A total of sixty six students in a nursing college in Seoul, Korea and four instructors were recruited in the study. The 28 sophomore students were assigned to an OSCE on intravenous injection, whereas 38 junior students on tracheostomy care. Knowledge levels were measured by the students using the researcher developed knowledge questionnaires, and the attitudes and skills by the students and instructors by the modified clinical performance checklists. The data were analyzed by SPSS 22.0 program.
Results
For knowledge, the higher GPA of the previous semester was only significant factor of higher knowledge scores. There were statistically significant differences in scores of total (t=-2.740, p=.008) and skill (t=-2.528, p=0.014), but not in attitude between the instructors and students' evaluations. The students evaluated their skill scores significantly higher than those of the instructors. For knowledge, the higher GPA of the previous semester was the only significant factor of higher knowledge scores. In attitude scores, the students in higher grade significantly overestimated themselves (t=3.076, p=.003).
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Table 1.
Demographic Characteristics of the Participants (N=66)
Table 2.
Measured Scores and Gaps between the Instructors and the Students
Table 3.
Influencing Factors of the Differences in Knowledge Scores and the Gaps between Instructor's and Student's Evaluations on Skill and Attitude Scores
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