DEVELOPMENT AND EVALUATION OF A RUBRIC-BASED OSCE FOR INFORMED CONSENT COMPETENCY IN UNDERGRADUATE MEDICAL STUDENTS

Dr. Gupta Richa; Dr. Khan Amir Maroof; Dr. Gupta Prashant; Dr. Kumar Vikas; Dr. Balla Gnana Naga Laxmi Narasimha Swamy

Authors

Dr. Gupta Richa Associate Professor, Forensic Medicine & Toxicology, S.N. Medical College, Agra. Author
Dr. Khan Amir Maroof Director & Professor, Community Medicine, UCMS and GTB Hospital, Delhi Author
Dr. Gupta Prashant Principal & Professor, Surgery, S.N. Medical College Agra. Author
Dr. Kumar Vikas Associate Professor, Microbiology, S.N. Medical College, Agra. Author
Dr. Balla Gnana Naga Laxmi Narasimha Swamy Junior resident, Department of Forensic Medicine and Toxicology, Sarojini Naidu Medical College Agra. Author

Keywords:

Informed Consent; Education, Medical, Undergraduate; Clinical Competence; Objective Structured Clinical Examination; Educational Measurement.

Abstract

Background: Competency-based medical education (CBME) highlights the importance of communication, ethics, and professionalism in clinical practice. Obtaining informed consent is a key skill that reflects these competencies. However, assessment of informed consent during Objective Structured Clinical Examinations (OSCEs) often relies on checklist-based methods, which may not adequately capture the quality of communication or ethical reasoning. This study aimed to develop and evaluate a rubric-based OSCE approach to assess informed consent competency among undergraduate medical students.

Materials and Methods: A quasi-experimental educational intervention was conducted among 120 Phase III MBBS students. A structured analytic rubric aligned with CBME competencies was developed and refined using a two-round Delphi process involving experienced faculty members. Faculty were oriented through calibration sessions prior to implementation. The same cohort of students was assessed in both pre- and post-intervention phases under comparable conditions. Student performance was analyzed using paired t-tests, inter-rater reliability using Intraclass Correlation Coefficient (ICC, two-way random effects), and stakeholder perceptions using Likert-scale surveys and thematic analysis.

Results: Mean student scores improved from 58 ± 8.4 before implementation to 80 ± 6.9 after introduction of the rubric (p < 0.001). Inter-rater reliability demonstrated good agreement (ICC = 0.82). Most participants (78%) reported positive perceptions, highlighting improved clarity, fairness, and feedback quality.

Conclusion: Rubric-based OSCE assessment provides a structured and reliable method for evaluating informed consent competency. It supports more transparent assessment and facilitates meaningful feedback, thereby strengthening competency-based evaluation of communication and ethical skills. Further studies with comprehensive psychometric evaluation are recommended.