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AuthorDiab, Mohammad I
AuthorNasr, Ziad G
AuthorEl-Hajj, Maguy S
AuthorElewa, Hazem
AuthorEl-Geed, Hager A
AuthorWilby, Kyle John
Available date2019-08-26T11:20:39Z
Publication Date2019-08-01
Publication NameSimulation in Healthcareen_US
Identifierhttp://dx.doi.org/10.1097/SIH.0000000000000358
CitationMohammad I. Diab et. al. , Exploring the Influence of Language on Assessment Given a Mismatch Between Language of Instruction and Language of Practice , The Journal of the Society for Simulation in Healthcare , Vol. 14 ,No. 4 , p. 271 - 275
ISSN1559-2332
URIhttp://hdl.handle.net/10576/11721
AbstractA phenomenon is occurring in international settings where the language of program delivery and assessment does not match the primary language of practice. It is unknown whether determining competence in English disadvantages students for practice in non-English settings. As such, we conducted a pilot study to determine student performance and perceptions after completion of two Objective Structured Clinical Examinations (OSCEs) examinations, one conducted in English and one conducted in Arabic within an Arabic-speaking Middle Eastern setting. Twenty-two students completed both OSCEs. Overall scores were similar but student rankings differed. Students were more confident performing in Arabic, felt that the Arabic examination was more reflective of practice, and believed that use of Arabic OSCEs can promote better patient care. Findings support the notion that student success may be influenced by language of assessment and that we may need to rethink how we determine assessment validity in these emerging international education settings.
Languageen
PublisherLippincott, Williams & Wilkins
Subjectlanguage
Subjectassessment
SubjectOSCE
TitleExploring the Influence of Language on Assessment Given a Mismatch Between Language of Instruction and Language of Practice
TypeArticle
Pagination271 - 275
Issue Number4
Volume Number14


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