[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-317055-105":59,"doc-detail-317055-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","shadow-osce-examiner-format-comparison-study","Shadow - OSCE examiner format comparison study","","Feedback is a key learning mechanism in objective structured clinical examinations (OSCEs), yet learners often report insufficient or poorly targeted feedback. This cross-sectional study tested a modified examiner role, the “shadow” examiner, designed to accompany students across stations and deliver structured, individualized feedback afterward. In 415 6th-year medical students, correlations and domain-specific agreement were analyzed to evaluate assessment consistency with the original OSCE format.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/shadow-osce-examiner-format-comparison-study/317055/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/shadow-osce-examiner-format-comparison-study/317055.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What problem does the study address in OSCE education?","Question",{"text":113,"@type":114},"Learners commonly report a lack of appropriate feedback from teachers after OSCEs. The study targets how examiner roles can improve opportunities for timely, structured feedback.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the “shadow” examiner format implemented?",{"text":118,"@type":114},"The shadow examiner accompanies the student through each OSCE station, and only after all stations are completed does the examiner provide structured, targeted, individualized feedback.",{"name":120,"@type":111,"acceptedAnswer":121},"Did the modified examiner role introduce assessment bias?",{"text":122,"@type":114},"The conclusion states that the modified examiner role did not lead to any important bias in students’ scores compared with the original OSCE examiner format.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},317055,1790052076,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ORIGINAL ARTICLE  \n‘‘Shadow’’ OSCE examiner. A cross-sectional study comparing the ‘‘shadow’’ examiner with the original OSCE examiner format  \nMarcelo Arlindo Vasconcelos Rodrigues ,I,* Rodrigo Diaz Olmos ,II C´elia Maria Kira ,I Paulo Andrade Lotufo ,II Itamar Souza Santos ,II Iolanda de F´atima Lopes Calvo Tib´erio II  \nI Divisao de Clinica Medica, Hospital Universitario, Universidade de Sao Paulo, Sao Paulo, SP, BR. II Departamento de Clinica Medica, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, SP, BR.  \nRodrigues MAV, Olmos RD, Kira CM, Lotufo PA, Santos IS, Tib´erio IFLC. ‘‘Shadow’’ OSCE examiner. A cross-sectional study comparing the ‘‘shadow’’examiner with the original OSCE examiner format. Clinics. 2019;74:e1502  \n*Corresponding [author. E-mail: m_arlindo2003@yahoo.com.br](author. E-mail: m_arlindo2003@yahoo.com.br)  \nOBJECTIVES: Feedback is a powerful learning tool, but a lack of appropriate feedback is a very common complaint from learners to teachers. To improve opportunities for feedback on objective structured clinical examinations (OSCEs), a modi􀀞ed examiner role, termed the ‘‘shadow’’ examiner, was tested. This study aims to present and analyze comparisons between the ‘‘shadow’’ examiner and the original OSCE examiner format.  \nMETHODS: In 2011, experiments were carried out with modi􀀞cations to the examiner’s role to de􀀞ne the‘‘shadow’’ examiner format. From February 2012 to May 2014, research was conducted with 415 6th-year medical students. Of these students, 316 were randomly assigned to assessments by both ‘‘shadow’’ and ‘‘􀀞xed’’examiners. Pearson correlation analysis with linear regression, Student’s t-tests and Bland-Altman plots were the statistical methods used to compare the assessment modes. To strengthen the analysis, checklist items were classi􀀞ed by domain.  \nRESULTS: High correlations between the ‘‘shadow’’ and ‘‘􀀞xed’’ examiners’ global scores were observed. The results of the analysis of speci􀀞c domains demonstrated higher correlations for cognitive scores and lower correlations for affective scores. No statistically signi􀀞cant differences between the mean examiner global scores were found. The Bland-Altman analysis showed that the ‘‘shadow’’ examiners’ affective scores were signi􀀞cantly higher than those of the ‘‘􀀞xed’’ examiners, but the magnitude of this difference was small.  \nCONCLUSION: The modi􀀞ed examiner role did not lead to any important bias in the students’ scores compared with the original OSCE examiner format. This new strategy may provide important insights for formative assessments of clinical performance.  \nKEYWORDS: OSCE; Feedback; Assessment; Examiner; Formative.  \n’ INTRODUCTION  \nThe objective structured clinical examination (OSCE) isone of the most popular forms of clinical skills assessment. In OSCEs, students rotate sequentially through clinical scenarios (stations) and are required to perform a variety of tasks. The time to complete each station may vary, but 5 to 15 minutes is the most typical. Assessment of the ability to perform clinical procedures and examination in a structured way is a great advantage of this method (1,2) . The OSCE is a performance assessment and is focused on what students can  \nCopyright & 2019 CLINICS – This is an Open Access article distributed under the terms of the Creative Commons License ([http://creativecommons.org/licenses/by/](http://creativecommons.org/licenses/by/)[ ](http://creativecommons.org/licenses/by/)[4.0/](4.0/)) [which permits unrestricted use](which permits unrestricted use), [distribution](distribution), [and reproduction in any](and reproduction in any)[ ](and reproduction in any)[medium or format](medium or format), [provided the original work is properly cited](provided the original work is properly cited).  \nNo potential con ict of interest was reported.  \nReceived for publication on August 18, 2019 . Accepted for publication on September 24, 2019  \nDOI: 10.6061/clinics/2019/e1502  \ndo (by showing)","cbCaioXEGZ7EZzrL","https://ap.wps.com/l/cbCaioXEGZ7EZzrL","pdf",632563,"English","# Objectives\n# Methods\n# Results\n# Conclusion\n# Introduction\n## OSCE overview\n## Feedback challenges in OSCEs\n## Shadow examiner approach","[{\"question\":\"What problem does the study address in OSCE education?\",\"answer\":\"Learners commonly report a lack of appropriate feedback from teachers after OSCEs. The study targets how examiner roles can improve opportunities for timely, structured feedback.\"},{\"question\":\"How was the “shadow” examiner format implemented?\",\"answer\":\"The shadow examiner accompanies the student through each OSCE station, and only after all stations are completed does the examiner provide structured, targeted, individualized feedback.\"},{\"question\":\"Did the modified examiner role introduce assessment bias?\",\"answer\":\"The conclusion states that the modified examiner role did not lead to any important bias in students’ scores compared with the original OSCE examiner format.\"}]","Shadow - OSCE examiner format comparison study | PDF",1789928324,15]