scholarly journals P.126 Incorporation of Objective Structured Clinical Examination into EEG/Epilepsy Fellowship Training

2021 ◽  
Vol 48 (s3) ◽  
pp. S55-S55
Author(s):  
K Myers
Keyword(s):  
Clinical Examination ◽  
Clinical Training ◽  
Fellowship Training ◽  
Objective Structured Clinical Examination ◽  
Electronic Survey ◽  
French And English ◽  
Technical Issues ◽  
Examination Preparation ◽  
Over 40 Years ◽  
Communication Station

Background: For over 40 years, the objective structured clinical examination (OSCE) has been a part of medical education, eventually finding its way into most aspects of clinical training and evaluation. However, the EEG/epilepsy fellowship training has not classically involved OSCE evaluations. Methods: We designed and implemented a formative OSCE for pediatric and adult EEG/epilepsy fellows in Montreal, Quebec, Canada. The examination was offered in French and English. Stations included: technical issues, short cases, a long case, and communication. We solicited post-examination feedback from all participants via anonymous electronic survey after they had completed the Canadian Society for Clinical Neurophysiology (CSCN) EEG examination. We asked questions surrounding utility of the examination, areas for improvement, and whether the participant had been successful in passing the CSCN examination. Results: Six fellows took the initial formative OSCE. All six reported passing the subsequent CSCN examination. All participants reported the OSCE as useful in examination preparation. The communication station was consistently ranked as the least useful station, an unsurprising finding given that the CSCN examination does not involve a communication component. Conclusions: OSCE is an effective tool in assessment of the level of competence of EEG/epilepsy fellows, and as preparation for the CSCN EEG examination.

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

scholarly journals Attracting and retaining nurses through a clinical fellowship programme

2019 ◽  
Vol 28 (18) ◽  
pp. 1207-1209
Author(s):  
Zoe Marsh ◽  
Leanne Walford ◽  
Rephna Rosemary Baker ◽  
Ann-Marie Cannaby ◽  
Baldev M Singh
Keyword(s):  
Registered Nurses ◽  
Clinical Examination ◽  
Nursing Staff ◽  
Objective Structured Clinical Examination ◽  
Staff Nurse ◽  
Knowledge And Skills ◽  
Early Success ◽  
Fellowship Programme ◽  
Workforce Issue ◽  
Examination Preparation

Shortages in nursing are the single biggest and most urgent workforce issue that the NHS needs to address. This article sets out the early success of the Nurse Clinical Fellowship Programme established by The Royal Wolverhampton NHS Trust. The unique programme aims to attract and retain nurses by offering a staff nurse post with supported access to academia, fully funded by the NHS Trust. To date, the Trust has attracted 90 nurses (both UK and international registered nurses) to the programme. The programme is also offered internally and the Trust has a cohort of 10 internal nursing staff enrolled onto the programme completing either their BSc (top-up) or Masters, with a second cohort of 60 internal nurses due to start in September 2019. To support international registered nurses with demonstrating their competence to meet Nursing and Midwifery Council requirements the Trust has also established an objective structured clinical examination preparation course designed to embrace and enhance the existing knowledge and skills, while guiding staff in transferring these in line with UK and Trust policies and practices.

scholarly journals Identifying and Supporting the Needs of Internal Medicine and Pediatrics Residents Interested in Pediatric Hospital Medicine Fellowship

2021 ◽  
Author(s):  
Elizabeth Boggs ◽  
Harrison Luttrell ◽  
William Basco ◽  
Mark Brittan ◽  
Karen Jerardi ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Clinical Training ◽  
Hospital Medicine ◽  
Fellowship Training ◽  
Pediatric Hospital ◽  
Training Environment ◽  
Cross Sectional ◽  
Electronic Survey ◽  
Fellowship Programs ◽  
Almost All

BACKGROUND: Pediatric hospital medicine (PHM) became a subspecialty of the American Board of Pediatrics (ABP) in 2016. Starting in 2019, residency graduates are required to complete fellowship training to qualify for PHM board eligibility. These requirements pose unique challenges to internal medicine–pediatrics (med-peds) residents interested in practicing combined adult hospital medicine (HM) and PHM. OBJECTIVE: To describe the needs of med-peds residents interested in PHM fellowship training and how the current PHM training environment can meet these needs. METHODS: We conducted two cross-sectional electronic survey studies: one of med-peds residents and one of PHM fellowship program directors (FDs). Surveys were distributed to resident and FD listservs. Questions were designed using an iterative consensus process among authors. Responses were analyzed with descriptive statistics. RESULTS: Four hundred sixty-six residents responded to the resident survey. Ninety-six percent (n = 446) had considered a career in HM. Almost all (n = 456, 97.9%) respondents indicated a preference for a fellowship with both adult HM and PHM clinical training. Subspecialty designation decreased desire to pursue a career including PHM for 90.1% of respondents. Twenty-eight (58.3%) FDs responded to the FD survey. Fifteen (53.6%) programs reported being able to accommodate adult HM and PHM clinical time. CONCLUSION: The majority of resident respondents reported a desire for a PHM fellowship with clinical time in both PHM and adult HM. Approximately 30% of current US PHM fellowship programs can accommodate adult HM practice for med-peds fellows, and many other programs would be willing to explore such opportunities.

scholarly journals The Effectiveness of applying for Formative Assessment Objective Structured Clinical Examination (OSCE)for Undergraduate Students in Faculty of Medicine King Abdul Aziz University, Jeddah, Kingdom of Saudi Arabia

2020 ◽  
Author(s):  
Rajaa Allhiani ◽  
Sumaiah Abdulwahab ◽  
Sultan Hassan Alamri
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Kingdom Of Saudi Arabia ◽  
Emergency Procedures ◽  
Competence Level ◽  
Teachers And Students

Abstract The use of formative and summative assessment for students have been always a concern for medical professionals such as teachers and students especially when students are at graduating level. This can be supported with increasing the effectiveness and comprehensiveness of the students with appropriate clinical training using a defined structure with questionnaire-based system defined in the methodology to support student’s skills using clinical competencies to form perspective. It has been found that with Objective Structured Clinical Examination can be used as the method to assess the adequacy to support clinical skills of medical students following their competence level. This can be used to support a variety of tests to work on underpinning emergency procedures to interpret investigational data to ensure in-depth and breadth coverage of clinical skills following 5th-year medical students.

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.

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