RT Journal Article SR Electronic T1 Development and testing of an objective structured clinical exam (OSCE) to assess socio-cultural dimensions of patient safety competency JF BMJ Quality & Safety JO BMJ Qual Saf FD BMJ Publishing Group Ltd SP 188 OP 194 DO 10.1136/bmjqs-2014-003277 VO 24 IS 3 A1 Ginsburg, Liane R A1 Tregunno, Deborah A1 Norton, Peter G A1 Smee, Sydney A1 de Vries, Ingrid A1 Sebok, Stefanie S A1 VanDenKerkhof, Elizabeth G A1 Luctkar-Flude, Marian A1 Medves, Jennifer YR 2015 UL http://qualitysafety.bmj.com/content/24/3/188.abstract AB Background Patient safety (PS) receives limited attention in health professional curricula. We developed and pilot tested four Objective Structured Clinical Examination (OSCE) stations intended to reflect socio-cultural dimensions in the Canadian Patient Safety Institute's Safety Competency Framework. Setting and participants 18 third year undergraduate medical and nursing students at a Canadian University. Methods OSCE cases were developed by faculty with clinical and PS expertise with assistance from expert facilitators from the Medical Council of Canada. Stations reflect domains in the Safety Competency Framework (ie, managing safety risks, culture of safety, communication). Stations were assessed by two clinical faculty members. Inter-rater reliability was examined using weighted κ values. Additional aspects of reliability and OSCE performance are reported. Results Assessors exhibited excellent agreement (weighted κ scores ranged from 0.74 to 0.82 for the four OSCE stations). Learners’ scores varied across the four stations. Nursing students scored significantly lower (p<0.05) than medical students on three stations (nursing student mean scores=1.9, 1.9 and 2.7; medical student mean scores=2.8, 2.9 and 3.5 for stations 1, 2 and 3, respectively where 1=borderline unsatisfactory, 2=borderline satisfactory and 3=competence demonstrated). 7/18 students (39%) scored below ‘borderline satisfactory’ on one or more stations. Conclusions Results show (1) four OSCE stations evaluating socio-cultural dimensions of PS achieved variation in scores and (2) performance on this OSCE can be evaluated with high reliability, suggesting a single assessor per station would be sufficient. Differences between nursing and medical student performance are interesting; however, it is unclear what factors explain these differences.