Uncovering Potential Barriers to Objective Assessment of Observed Behavior

Objective Structured Clinical Examinations (OSCEs) are designed to provide standardized assessments of observed clinical competencies. However, in distributed campus settings, variability in Standardized Patient (SP) feedback may introduce unintended subjectivity. We analyzed OSCE records across four campuses and several cohorts to explore how SP training, timing, and location influence grading outcomes. The presentation presents inconsistencies and external influences that may impact student performance and perceptions of fairness. This session also highlights implications for assessor training, student feedback, and assessment design, offering strategies to improve reliability and support learner development using assessment of observable behavior. Slide: https://custom.cvent.com/ACCD38C3F384...