scholarly journals Web-based objective structured clinical examination with remote standardized patients and Skype: Resident experience

2014 ◽  
Vol 96 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Erik Langenau ◽  
Elizabeth Kachur ◽  
Dot Horber
Keyword(s):  
Clinical Examination ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
Web Based

Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination

2016 ◽  
Vol 39 (3) ◽  
pp. 388-399 ◽  
Author(s):  
Xuemei Zhu ◽  
Li Yang ◽  
Ping Lin ◽  
Guizhi Lu ◽  
Ningning Xiao ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
Clinical Competencies ◽  
Graduation Examination ◽  
The Difference ◽  
Technical Operation

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process–driven OSCE model effectively assessed nursing students’ clinical competencies, and clinical and critical thinking.

scholarly journals Innovative Method in Digitizing a Web-based OSCE Evaluation System for Medical Students: A University Hospital Experience.

2021 ◽  
Author(s):  
Abdullah Yousef ◽  
Bassam Awary ◽  
Faisal AlQurashi ◽  
Waleed Albuali ◽  
Mohammad Al-Qahtani ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
User Satisfaction ◽  
Evaluation System ◽  
Electronic System ◽  
Assessment Process ◽  
Objective Structured Clinical Examination ◽  
Satisfaction Survey ◽  
Web Based ◽  
Innovative Method

Abstract Background: The Objective Structured Clinical Examination (OSCE) is a standard academic assessment tool in the field of medical education. This study aimed to present an innovative method for digitizing a computerized web-based Objective Structured Clinical Examination (OSCE) evaluation system for medical students and explore its efficacy compared to the traditional paper-based system, through the analysis of a User Satisfaction Survey.Method: A cross-sectional, questionnaire-based study involving a User Satisfaction Survey to test assessors’ attitudes to and acceptance of the new Computerized Web-based OSCE Evaluation System (COES) was used. Fifth-year medical students in the College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia were assessed clinically through their 2019 end-of-year OSCE examination by 30 examiners in five different OSCE stations. The traditional paper-based stations were converted into an online electronic version using QuestionPro software. Answers were filled using smart tablets (iPads). QR codes were used for students’ identification at each station to fully digitize the process and save time. After the completion of the exam, a User Satisfaction Survey was sent electronically to all examiners to evaluate their experiences with the new system.Results: The response rate for the survey was 100% with an internal consistency of 0.83. Almost all the examiners (29, 97%) were satisfied with the application of the new OSCE electronic system. Further, 72% of the examiners indicated that the new electronic system facilitated the evaluation of the students’ skills, and 84% found using a smart device (iPad) was easier than using a paper form. All examiners expressed their preference for using the new electronic system in the future.Conclusion: Users were satisfied with the utilization of the new customized COES. This concept of fully digitizing the OSCE assessment process shortened the time needed for both the analysis of results and providing students with feedback. Further observational studies are needed to assess examiners’ behaviors when using this new methodology.

scholarly journals Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada

2020 ◽  
Vol 17 ◽  
pp. 5
Author(s):  
Dalia Limor Karol ◽  
Debra Pugh
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Emotional Response ◽  
Emotional Responses ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Objective Structured Clinical Examination ◽  
Verbal Feedback ◽  
Web Based ◽  
Subsequent Performance

Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedback evokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during an objective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. To do this, medical students enrolled at 4 Canadian medical schools were invited to complete a web-based survey regarding their experiences. One hundred and fifty-eight participants completed the survey. Twenty-nine percent of respondents asserted that they had experienced emotional reactions to verbal feedback received in an OSCE setting. The most common emotional responses reported were embarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequent OSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in students and potentially impact subsequent performance.

scholarly journals Web-Based Immersive Patient Simulator as a Curricular Tool for Objective Structured Clinical Examination Preparation in Surgery: Development and Evaluation (Preprint)

2018 ◽  
Author(s):  
Seung-Hun Chon ◽  
Sabrina Hilgers ◽  
Ferdinand Timmermann ◽  
Thomas Dratsch ◽  
Patrick Sven Plum ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Student Motivation ◽  
Core Competencies ◽  
Group Discussion ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Knowledge Gain ◽  
Process Knowledge ◽  
Web Based ◽  
Examination Preparation

BACKGROUND Objective Structured Clinical Examination is a standard method of testing declarative and process knowledge in clinical core competencies. It is desirable that students undergo Objective Structured Clinical Examination training before participating in the exam. However, establishing Objective Structured Clinical Examination training is resource intensive and therefore there is often limited practice time. Web-based immersive patient simulators such as ALICE (Artificial Learning Interface of Clinical Education) can possibly fill this gap as they allow for the training of complex medical procedures at the user’s individual pace and with an adaptable number of repetitions at home. ALICE has previously been shown to positively influence knowledge gain and motivation. OBJECTIVE Therefore, the aim of this study was to develop a Web-based curriculum that teaches declarative and process knowledge and prepares students for a real Objective Structured Clinical Examination station. Furthermore, we wanted to test the influence of ALICE on knowledge gain and student motivation. METHODS A specific curriculum was developed in order to implement the relevant medical content of 2 surgical Objective Structured Clinical Examination stations into the ALICE simulator framework. A total of 160 medical students were included in the study, where 100 students had access to ALICE and their performance was compared to 60 students in a control group. The simulator performance was validated on different levels and students’ knowledge gain and motivation were tested at different points during the study. RESULTS The curriculum was developed according to the Kern cycle. Four virtual clinical cases were implemented with different teaching methods (structured feedback, keynote speech, group discussion, and debriefing by a real instructor) in order to consolidate declarative and process knowledge. Working with ALICE had significant impact on declarative knowledge gain and Objective Structured Clinical Examination performance. Simulator validation was positive for face, content, construct, and predictive validity. Students showed high levels of motivation and enjoyed working with ALICE. CONCLUSIONS ALICE offers Web-based training for Objective Structured Clinical Examination preparation and can be used as a selective didactic intervention as it has positive effect on knowledge gain and student motivation.

scholarly journals Web-Based Immersive Patient Simulator as a Curricular Tool for Objective Structured Clinical Examination Preparation in Surgery: Development and Evaluation

10.2196/10693 ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. e10693 ◽  
Author(s):  
Seung-Hun Chon ◽  
Sabrina Hilgers ◽  
Ferdinand Timmermann ◽  
Thomas Dratsch ◽  
Patrick Sven Plum ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Patient Simulator ◽  
Web Based ◽  
Examination Preparation
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