Introduction
The assessment of clinical competence within medical education primarily occurs through written examinations designed to evaluate medical knowledge and performance assessments, such as the objective structured clinical examination (OSCE) to evaluate clinical skills [Studies have demonstrated multiple threats to score reliability due to assessment differences [In the physical examination and essential operation skills test stations in China, examinees perform corresponding operational checks, and examiners perform real-time scoring based on the scoring standards and the students’ actual operations. The operation process of students according to the requirements of the test questions is a continuous series of actions. The examiner carefully observes the students’ performance, judges whether the students’ operations are standardized, and then scores based on the grading rules. If the examiner misses or fails to see clearly due to subjective, carelessness or lack of responsibility, or objective factors, such as long work cycle and high intensity, points may be missed or deducted [Examiner training is considered a means to improve test evaluation reliability; however, there may be inconsistencies in the effectiveness of such training [Videos have been used in all aspects of medical education. Since the 1980s, videos have been used to assess communication skills [Although video recording has theoretical advantages, in practical applications, the video recording system must accurately capture the details of the operation to prevent students’ bodies or heads from inadvertently blocking the required vital angles. In addition, there are high requirements for the ability of cameras and equipment to achieve high audio and video quality. Furthermore, whether video rating between raters is as reliable as the on-site rating remains unclear.This study recorded examinees’ practical skills assessment process using the video recording, video-based scoring method and adopted multi-camera synchronization recording to form a video answer sheet for the examinees’ practical skills evaluation. The examiners use the network scoring terminal (referred to as the software platform) to assess videos on three aspects: consistency of evaluation methods, difference in evaluation results, and impact of the video recording system on student scores. This study posed the following questions: (1) Can video recording equipment function reliably? (2) Are scores different between video and on-site ratings? (3) Does the presence of video cameras in the room impact scores? This study aimed to develop a video recording, video-based rating methodology and offer a promising framework for improving the effectiveness and fairness of OSCEs.