scholarly journals Musculoskeletal Ultrasound Objective Structured Clinical Examination: An Assessment of the Test

2013 ◽  
Vol 66 (1) ◽  
pp. 2-6 ◽  
Author(s):  
Eugene Y. Kissin ◽  
Peter C. Grayson ◽  
Amy C. Cannella ◽  
Paul J. DeMarco ◽  
Amy Evangelisto ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Musculoskeletal Ultrasound ◽  
Objective Structured Clinical Examination

scholarly journals AB0847 ESTABLISHMENT AND VALIDATION OF A DIDACTIC MUSCULOSKELETAL ULTRASOUND COURSE FOR DERMATOLOGISTS USING AN INNOVATIVE HANDHELD ULTRASOUND SYSTEM – THE MUDE STUDY (MUSCULOSKELETAL ULTRASOUND IN DERMATOLOGY)

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1447-1448
Author(s):  
J. Grobelski ◽  
F. Recker ◽  
D. Wilsmann-Theis ◽  
W. Hartung ◽  
P. Karakostas ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Clinical Examination ◽  
German Society ◽  
Musculoskeletal Ultrasound ◽  
Objective Structured Clinical Examination ◽  
Joint Effusion ◽  
Teaching Concept ◽  
Significant Difference ◽  
Handheld Ultrasound ◽  
Good Grade

Background:In the early detection of arthritis, such as psoriatic arthritis (PsA), ultrasound (US) of painful joints plays an important role in diagnosis. Pathological findings can be missed during clinical examination, especially if conducted by physicians who are not trained. Furthermore, several publications undermine the importance of early PsA detection in psoriasis patients and the key role of the dermatologists in this process.Objectives:The objective of this study was to examine a pilot musculoskeletal ultrasound (MSUS) course designed specifically for dermatologists.Methods:To assess the degree of US expertise of the participants, a questionnaire was conducted before the course. The course concept, based on The German Society for Ultrasound in Medicine (Deutsche Gesellschaft fur Ultraschall in der Medizin, DEGUM) covering only the most important US sections of all joints and focused on the detection of joint effusion and hyperperfusion. The course consisted of three modules and was carried out over 6 months. Figure 1 shows the modular course concept. A portable US device in combination with a tablet was provided to enable practice between the courses. The final teaching evaluation was carried out as an objective structured clinical examination (OSCE) consisting of three stations, each representing the three course modules. According to the following grade scoring system, the performance rating was checked: < 60 % failed, ≥ 60 - < 70 % sufficient, ≥ 70% - < 80 % satisfying, ≥ 80% - < 90 % good, ≥ 90 % very good.Results:Twelve dermatologists participated. The mean age of our cohort was 39 years (SD ± 9.99 years) with nine females (75 %). Eight were specialists in dermatology in mean for 11.4 years (SD ± 11 years). Four were assistant physicians practicing dermatology in mean for 3.06 years (SD ± 0.97 years).The survey revealed no prior knowledge of MSUS. The overall mean score of all participants in the OSCE was 21.86 (SD ± 2.12) (87.44%) out of a total of 25 points resulting in a good grade. There was no statistically significant difference between the assistant physicians and the specialists in dermatology regarding the OSCE results. Table 1 shows the OSCE results.Table 1.Objective structured clinical examination (OSCE) mean results for all three stationsOSCEstationsMean absoluteMean absoluteStandard DeviationMean percentageStandard DeviationConfidence IntervalGrade118.9218.92+/- 3.0775.67%+/-12.27%67.87-83.46%Sufficient223.8323.83+/-0.9995.33%+/-3.94%92.83-97.84%Very good322.8322.83+/-0.3791.33%+/-1.49%90.39-92.28%Very goodOSCE station 1-321.8621.86+/-2.1287.44%+/-8.49%66.36-108.53%GoodConclusion:The innovative US teaching concept was able to demonstrate, that it is appropriate for the training of dermatologists in MSUS, independently of their age, experience in dermatology and US.Disclosure of Interests:Jakub Grobelski: None declared, Florian Recker: None declared, Dagmar Wilsmann-Theis: None declared, Wolfgang Hartung: None declared, Pantelis Karakostas: None declared, Peter Brossart: None declared, Valentin Schäfer Speakers bureau: AbbVie, Novartis, BMS, Chugai, Celgene, Medac, Sanofi, Lilly, Hexal, Pfizer, Janssen, Roche, Schire, Onkowissen, Royal College London, Consultant of: Novartis, Chugai, AbbVie, Celgene, Sanofi, Lilly, Hexal, Pfizer, Amgen, BMS, Roche, Gilead, Medac, Grant/research support from: Novartis, Hexal, Lilly, Roche, Celgene, Universität Bonn

Objective Structured Clinical Examination (OSCE) als kompetenz­orientiertes Prüfungsinstrument in der pflegerischen Erstausbildung

Pflege ◽  
2016 ◽  
Vol 29 (4) ◽  
pp. 193-203 ◽  
Author(s):  
Angelika Beyer ◽  
Adina Dreier ◽  
Stefanie Kirschner ◽  
Wolfgang Hoffmann
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination

Zusammenfassung. Hintergrund: Aufgrund der demografischen und epidemiologischen Entwicklung wird die Vermittlung adäquater pflegerischer Kompetenzen in der pflegerischen Ausbildung zunehmend diskutiert. Kompetenzen sind in den Examina angemessen zu überprüfen. Hierfür haben sich international OSCEs bewährt. Ziel: Ziel der vorliegenden Analyse war die Ermittlung von Kompetenzen, die in pflegerischen Erstausbildungen mit OSCEs überprüft werden. Methodik: In internationalen Datenbanken wurden einschlägige Publikationen recherchiert. Analyse-Einschlusskriterium war die Nennung mindestens einer überprüften Kompetenz. Die Kompetenzen wurden – in Anlehnung an den «Fachqualifikationsrahmen Pflege für die hochschulische Bildung» – nach Wissen, Fertigkeiten und Haltung kategorisiert. Ergebnisse: 36 Artikel erfüllten das Einschlusskriterium. Relevante Studien stammen mehrheitlich aus Großbritannien (UK), Kanada und Australien. Es wurden insgesamt n = 166 Kompetenzen in allen Kategorien identifiziert, die anhand verschiedener Methoden gemessen wurden. Am häufigsten wurden Fertigkeiten überprüft. Dabei wurde der sichere Umgang mit Medikamenten am häufigsten thematisiert. Weitere wichtige Themen waren die Kommunikationskompetenz in Bezug auf PatientInnen und die Fähigkeit zur Selbsteinschätzung. Diskussion: Es werden sehr unterschiedliche Kompetenzen mit differenten Formaten per OSCE gemessen. OSCE ermöglichen eine Überprüfung sowohl auf individueller als auch institutioneller Ebene, also sowohl für die Lehre als auch das Gelernte. Weiterer Forschungsbedarf wird festgestellt.

Kesiapan Dosen Dalam Pelaksanaan Uji Objective Structured Clinical Examination (Osce) Program Studi D3 Keperawatan

2018 ◽  
Vol 16 (1) ◽  
pp. 53
Author(s):  
Bejo Danang Saputra
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Clinical Examination ◽  
Comparative Method ◽  
Group Discussion ◽  
Objective Structured Clinical Examination ◽  
Constant Comparative Method ◽  
Constant Comparative

Perencanaan pengembangan uji kompetensi perawat Indonesia akan dikembangkan  dengan metode OSCE.. Pelaksanaan uji OSCE membutuhkan persiapan yang matang, terutama kesiapan sumber daya manusia (SDM) dalam hal ini adalah dosen untuk melaksanakan uji OSCE. Mengetahui kesiapan SDM dalam pengembangan uji OSCE di Prodi D3 Keperawatan Sekolah Tinggi Ilmu Kesehatan (STIKES) Al-Irsyad Al-Islamiyyah Cilacap. Desain penelitian yang digunakan adalah kualitatif dengan rancangan studi kasus. Informan penelitian adalah 6 orang dosen dan Kepala Program Studi D3 keperawatan. Data diperoleh melalui, focus group discussion, wawancara mendalam dan studi dokumentasi. Data kemudian dianalisis dengan menggunakan constant comparative method. Penelitian menunjukan bahwa pengetahuan dosen tentang OSCE dan kompetensi berdasarkan pendidikan memenuhi persyaratan untuk pengembangan uji OSCE, namun masih membutuhkan pelatihan mengenai OSCE. Uji OSCE dapat diselenggarakan dengan melibatkan dosen dari prodi lain karena jumlah dosen di Prodi D3 Keperawatan  STIKES Al-Irsyad Al-Islamiyyah Cilacap belum memenuhi kebutuhan pelaksanaan uji OSCE. Hambatan penyelenggaraan OSCE adalah SDM belum terkoordinasi, belum terlatih dan keterbatasan sarana pendukun. Pengetahuan dan kompetensi dosen berdasarkan tingkat pendidikan memenuhi syarat dalam pengembangan OSCE dan OSCE dapat diselenggarakan dengan melibatkan dosen prodi lain.

The use of the objective structured clinical examination (OSCE) in a practice-based health discipline: Academic and student experience in paramedicine

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Andy Bell ◽  
Jennifer Kelly ◽  
Peter Lewis
Keyword(s):  
Clinical Examination ◽  
Best Practice ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Reliability And Validity ◽  
Specific Area ◽  
Training Model ◽  
Objective Structured Clinical Examination ◽  
Evidence Based ◽  
Effective Measure

Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia.  With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance.  The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed.  However, all data was non identifiable at time of data collection.  Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.

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