Assessing clinical competencies using the Objective Structured Clinical Examination (OSCE) in psychology training

Background The objective structured clinical examination (OSCE) is a test used throughout Spain to evaluate the clinical competencies, decision making, problem solving, and other skills of sixth-year medical students. Objective The main goal of this study is to explore the possible applications and utility of portable eye-tracking systems in the setting of the OSCE, particularly questions associated with attention and engagement. Methods We used a portable Tobii Glasses 2 eye tracker, which allows real-time monitoring of where the students were looking and records the voice and ambient sounds. We then performed a qualitative and a quantitative analysis of the fields of vision and gaze points attracting attention as well as the visual itinerary. Results Eye-tracking technology was used in the OSCE with no major issues. This portable system was of the greatest value in the patient simulators and mannequin stations, where interaction with the simulated patient or areas of interest in the mannequin can be quantified. This technology proved useful to better identify the areas of interest in the medical images provided. Conclusions Portable eye trackers offer the opportunity to improve the objective evaluation of candidates and the self-evaluation of the stations used as well as medical simulations by examiners. We suggest that this technology has enough resolution to identify where a student is looking at and could be useful for developing new approaches for evaluating specific aspects of clinical competencies.

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Use of Eye-Tracking Technology by Medical Students Taking the Objective Structured Clinical Examination: Descriptive Study (Preprint)

10.2196/preprints.17719 ◽

2020 ◽

Author(s):

M D Grima-Murcia ◽

Francisco Sanchez-Ferrer ◽

Jose Manuel Ramos-Rincón ◽

Eduardo Fernández

Keyword(s):

Medical Students ◽

Eye Tracking ◽

Clinical Examination ◽

Objective Evaluation ◽

Objective Structured Clinical Examination ◽

Eye Tracker ◽

Clinical Competencies ◽

Self Evaluation ◽

Areas Of Interest ◽

Tracking Technology

BACKGROUND The objective structured clinical examination (OSCE) is a test used throughout Spain to evaluate the clinical competencies, decision making, problem solving, and other skills of sixth-year medical students. OBJECTIVE The main goal of this study is to explore the possible applications and utility of portable eye-tracking systems in the setting of the OSCE, particularly questions associated with attention and engagement. METHODS We used a portable Tobii Glasses 2 eye tracker, which allows real-time monitoring of where the students were looking and records the voice and ambient sounds. We then performed a qualitative and a quantitative analysis of the fields of vision and gaze points attracting attention as well as the visual itinerary. RESULTS Eye-tracking technology was used in the OSCE with no major issues. This portable system was of the greatest value in the patient simulators and mannequin stations, where interaction with the simulated patient or areas of interest in the mannequin can be quantified. This technology proved useful to better identify the areas of interest in the medical images provided. CONCLUSIONS Portable eye trackers offer the opportunity to improve the objective evaluation of candidates and the self-evaluation of the stations used as well as medical simulations by examiners. We suggest that this technology has enough resolution to identify where a student is looking at and could be useful for developing new approaches for evaluating specific aspects of clinical competencies.

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Clinical competencies of emergency medical services paramedics in responding to emergency conditions using Objective Structured Clinical Examination (OSCE) in Guilan

Journal of Emergency Practice and Trauma ◽

10.34172/jept.2021.03 ◽

2021 ◽

Vol 7 (2) ◽

pp. 101-105

Author(s):

Arash Amirrafiei ◽

Seyyed Mahdi Zia Ziabari ◽

Fatemeh Haghshenas-Bakerdar ◽

Ehsan Kazemnejad-Leili ◽

Payman Asadi

Keyword(s):

Emergency Medical Services ◽

Clinical Examination ◽

Content Validity ◽

Work Experience ◽

Clinical Skills ◽

Statistical Tests ◽

Objective Structured Clinical Examination ◽

Medical Services ◽

Clinical Competencies ◽

Emergency Medical

Objective: Evaluating the abilities of emergency medical services (EMS) staff who are in the frontline of the diseases could be an excellent reflection of the accuracy of curriculum both before and after graduation. This study was done to determine the clinical competencies of Guilan EMS staff in responding to emergency conditions using Objective Structured Clinical Examination (OSCE). Methods: In this descriptive study, 70 EMS staff from selected Emergency Centres in Guilan were recruited. Data were collected using a questionnaire and a checklist which included 9 different skills. Validity of the checklist was assessed by obtaining the opinions of 10 experts. The content validity index (CVI) and content validity ratio (CVR) of the checklist were 0.7 and 0.8, respectively. The reliability of the checklist was obtained using the test-retest method (r=0.89). In order to collect data, observations were done using the designated checklist. Data were analysed using SPSS software version 22 and descriptive statistical tests. Results: Findings showed that 56.3% of the paramedics got good scores for trauma competency but the mean scores for two competencies of spinal cord immobilization and vehicle extrication were low, indicating major skills problem. There was a statistically significant relationship between education (P=0.02) and work experience (P=0.03) as well as clinical skills in confronting trauma. Conclusion: Although the EMS staff had an acceptable range of performance in most of the skills, it seems that there is a need for training of performance-based competencies in which paramedics had a poor performance.

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

Western Journal of Nursing Research ◽

10.1177/0193945916667727 ◽

2016 ◽

Vol 39 (3) ◽

pp. 388-399 ◽

Cited By ~ 2

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.

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Pilot study of an objective structured clinical examination (“the Six Pack”) for evaluating clinical competencies

Otolaryngology ◽

10.1016/j.otohns.2007.10.017 ◽

2008 ◽

Vol 138 (2) ◽

pp. 143-148 ◽

Cited By ~ 15

Author(s):

Christine B. Franzese

Keyword(s):

Pilot Study ◽

Clinical Examination ◽

Objective Structured Clinical Examination ◽

Clinical Competencies

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Objective structured clinical examination, OSCEs: an advance in the teaching and learning process in the student’s perception

Revista de Odontologia da UNESP ◽

10.1590/1807-2577.02719 ◽

2019 ◽

Vol 48 ◽

Author(s):

Fabiana Aparecida Mayrink DE OLIVEIRA ◽

Fernanda Ribeiro PORTO ◽

Cleide Gisele RIBEIRO ◽

Ana Estela HADDAD ◽

Rodrigo Guerra DE OLIVEIRA ◽

...

Keyword(s):

Clinical Examination ◽

Learning Process ◽

Teaching And Learning ◽

Cross Sectional Study ◽

Objective Structured Clinical Examination ◽

Basic Knowledge ◽

Sectional Study ◽

Cross Sectional ◽

Clinical Competencies ◽

Method Of Evaluation

Abstract Introduction The OSCE is a method of clinical competencies evaluation that has gained international popularity in medical and dental education. Objective The purpose of the present study was to describe the stages of development of the OSCE for the undergraduate course in Dentistry and to report the students' perception about this method of evaluation, regarding the degree of difficulty, time for each stage, importance of each station, number of stations, organization of the exam, as well as the total time for the OSCE. Material and method This research was an observational and cross-sectional study, composed of the carry out of an OSCE and later application of an evaluative questionnaire to the students who were in the fourth semester of the Dentistry course. These students had basic knowledge and an intermediate level of competences, compatible with their stage of education. Result As regards the number of stations, 43(97.7%) of the students responded that this was appropriate, OSCE process as a whole was very well organized (n=25; 56.8%), organized (n=17; 38.6%) or not very organized (n=1; 2.27%) and about the total time of the OSCE process, 29(65.9%) reported that it was appropriate; 10 (2.27%) said that it was short; 4 (9.09%), that it was long. Conclusion The student’s perception was positive especially regarding to organization and the time attributed to each station. Furthermore, the students considered that the topics and questions applied in each station were relevant.

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