Applying generalized theory to optimize the quality of high-stakes objective structured clinical examinations for undergraduate medical students: experience from the French medical school

The combined estimates of relative reliability across all data are greater for generic skills scores and global performance ratings than for clinical skills scores. This is likely explained by the fact that content-specific tasks evaluated using checklists produce greater variability in scores than scales evaluating broader competencies. This work can be valuable to other teaching institutions, as monitoring the sources of errors is a principal quality control strategy to ensure valid interpretations of the students' scores.