Elevating Dietetic Interns' Competency and Confidence through Simulation Using a Standardized Patient and Objective Structured Clinical Examination

2018 ◽  
Vol 118 (10) ◽  
pp. A153
Author(s):  
S. Roberts ◽  
A. Mullins ◽  
G. Wesley ◽  
A. Roblyer ◽  
L. Livingston
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Standardized Patient ◽  
Dietetic Interns

The Integration of Child Psychiatry into a Psychiatry Clerkship OSCE

1998 ◽  
Vol 43 (6) ◽  
pp. 614-618 ◽  
Author(s):  
Mark Hanson ◽  
Brian Hodges ◽  
Nancy McNaughton ◽  
Glenn Regehr
Keyword(s):  
Clinical Examination ◽  
Child Psychiatry ◽  
Psychiatry Clerkship ◽  
Objective Structured Clinical Examination ◽  
Standardized Patient ◽  
Educational Benefits ◽  
Child Psychiatrists

Objective: To integrate child psychiatry into a psychiatry clerkship Objective Structured Clinical Examination (OSCE). Method: Child psychiatry OSCE stations were designed to evaluate clerks' skills in the identification of 4 common conditions. Child psychiatrists wrote case scenarios and checklists and supported standardized patient (SP) training for these stations. A bank of 4 child psychiatry OSCE stations is now available for use in the psychiatry OSCE. Child psychiatry faculty have been trained as examiners for ongoing administration of this OSCE. Results: This bank of child psychiatry OSCE stations has examined 402 clerks. Mean student scores for content were 68% to 86% and for process were 69% to 76%. Station reliability and examiner feedback were acceptable. Conclusions: Child psychiatry has been successfully integrated into a psychiatry clerkship OSCE. Although the commitment in terms of monetary and faculty costs has been considerable, the accompanying educational benefits of such integration warranted this expense.

scholarly journals Clinical performance of medical students in a whole-task emergency station for the objective structured clinical examination with the standardized patient who complains of palpitation in Korea

2020 ◽  
Vol 17 ◽  
pp. 42
Author(s):  
Song Yi Park ◽  
Hyun-Hee Kong ◽  
Min-Jeong Kim ◽  
Yoo Sang Yoon ◽  
Sang-Hwa Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Diagnostic Tests ◽  
Clinical Performance ◽  
Clinical Skill ◽  
Educational Programs ◽  
Objective Structured Clinical Examination ◽  
Study Patient ◽  
Standardized Patient ◽  
History Taking

This study assessed the clinical performance of 150 third-year medical students in a whole-task emergency objective structured clinical examination station that simulates a patient with palpitation visiting the emergency department from November 25 to 27, 2019. The clinical performance was as assessed by the frequency and percentage of students who performed history taking (HT), physical examination (PE), electrocardiography (ECG) study, patient education (Ed), and clinical reasoning (CR), which were items on the checklist. There were 18.0% of students checked the patient’s pulse, 51.3% completed an ECG study, and 57.9% explained the results to the patient. There were 38.0% of students who did not even attempt an ECG study. In a whole-task emergency station, students were good at r HT and CR but unsatisfactory to the PE, ECG study, and Ed. Clinical skill educational programs should focus on PE, timely diagnostic tests, and sufficient Ed.

scholarly journals The Influences of Student and Standardized Patient Genders on Scoring in an Objective Structured Clinical Examination

1991 ◽  
Vol 66 (Supplement) ◽  
pp. S28-S30 ◽  
Author(s):  
Beth Dawson-Saunders ◽  
PAUL J. RUTALA ◽  
DONALD B. WITZKE ◽  
ELIZABETH O. LEKO ◽  
JOHN V. FULGINITI
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Standardized Patient

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.

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