Oxford Handbook of Clinical Examination and Practical Skills

2007 ◽  
Keyword(s):  
Clinical Examination ◽  
Practical Skills

scholarly journals An objective structured clinical examination to assess the communication skills of students

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Z Bekbergenova ◽  
G Derbissalina ◽  
A Umbetzhanova ◽  
G Alibekova ◽  
G Mauletbayeva ◽  
...  
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Professional Competence ◽  
Communicative Competence ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Clinical Exam ◽  
Objective Structured Clinical Exam

Abstract Background Communicative competence is one of the important components of professional competence that needs to be developed in the process of training future doctors. Methods At the end of the study of the “General Practice” module, students of the 5th year of the specialty General Medicine must pass a two-stage exam consisting of comprehensive testing and acceptance of practical skills of an objective structured clinical exam (OSKE) with the participation of volunteers. Students, who passed the exam, anonymously filled out the questionnaire on the evaluation of the organization of the OSKE with volunteers and their communication skills. Results The analysis of the questionnaires showed that 4% of the students noted the unfriendliness of the volunteers, 27% wrote that it was difficult to engage with the volunteers in the collection of the anamnesis, 2% of the students, unfortunately, had never before encountered a similar situation. 12% of students who passed the exam wished to improve the communication skills of the volunteers themselves, for example, they advised to speak louder, not to ask unnecessary and unnecessary questions, to get more real in the role of the patient. Only 10% of examinees decided that OSKE did not develop their communication skills; 24% noted individual stations, which caused them some difficulties. However, the students themselves acknowledged their poor preparedness, including during communication with standardized patients. Conclusions The analysis of the questionnaires showed that the students themselves are self-critical of their communication skills and recognize the need for their continuous improvement. Key messages The student’s communicative competence can be assessed by conducting an objective structured clinical examination. Conducting an objective structured clinical examination with volunteers can improve the communicative competence of students.

scholarly journals Examining validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

2019 ◽  
Author(s):  
Mitra Kolivand ◽  
Marzieh Esfandyari ◽  
Sousan Heydarpour
Keyword(s):  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Evaluation ◽  
Clinical Course ◽  
Clinical Skills ◽  
Normal Pregnancy ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Validity And Reliability ◽  
The Mean

Abstract BACKGROUND: Clinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. Validity and reliability of the tool to evaluate clinical skills of midwifery undergraduate students in Kermanshah Midwifery Nursing School were examined. METHODS: Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion-related validity was obtained through determining the correlation between the clinical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test. RESULTS: The correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal Pregnancy I” (0.319, p=0.075), the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p=0.024), the mean score of clinical course “gynaecology “ (0.419, p=0.017) and total average scores(0.23, p=0.200). The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant. CONCLUSION: Although it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.

scholarly journals ОБГРУНТУВАННЯ ОБ’ЄКТИВНОСТІ СЕМЕСТРОВОГО КОМПЛЕКСНОГО ТЕСТОВОГО ТА ОБ’ЄКТИВНОГО СТРУКТУРОВАНОГО КЛІНІЧНОГО ІСПИТІВ ДЛЯ ОЦІНЮВАННЯ ЗНАНЬ I ВМІНЬ З ПРОПЕДЕВТИКИ ВНУТРІШНЬОЇ МЕДИЦИНИ

2012 ◽  
Author(s):  
V. P. Martsenyuk ◽  
P. R. Selskyi
Keyword(s):  
Internal Medicine ◽  
Clinical Examination ◽  
Assessment Methods ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Innovative Teaching ◽  
The Subject ◽  
Medical University

<p>The article deals with an experience of implementing innovative teaching and assessment methods, as well as learning practical skills, while conducting Internal Medicine Propedeutics in I. Ya. Horbachevsky Ternopil State Medical University. According to the subject evaluation results, the objectivity of semester exam test and objective structured clinical examination has been substantiated.</p>

Oxford Handbook of Clinical Examination and Practical Skills

2014 ◽  
Author(s):  
James Thomas ◽  
Tanya Monaghan
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Expert Knowledge ◽  
Data Interpretation ◽  
Body Language ◽  
X Rays ◽  
Practical Skills ◽  
History Taking ◽  
Applied Anatomy ◽  
Practical Guidance

Fully updated and revised for this second edition, the Oxford Handbook of Clinical Examination and Practical Skills is a guide to all aspects of history taking, physical examination, practical procedures, data interpretation, and communication skills. Packed with expert knowledge and practical guidance it gives realistic advice on coping with common situations. The structure allows rapid reference of key information, and aids understanding with concise and practical clinical guidance. With over 140 detailed photographs and diagrams of all common examination skills, it shows exactly what to do along with the related theory, practice, and complications. Each system chapter covers applied anatomy, history, examination, and the presentation of common and important disorders. Data interpretation covers the basics of x-rays, ECGs and other key areas. A new chapter on the eyes is included, along with the sections on body language and non-verbal communication, and the section on practical procedures has been expanded.

scholarly journals FEATURES OF MASTERING PRACTICAL SKILLS BY STUDENTS DURING THE COVID-19 PANDEMIC USING SIMULATION TRAINING METHODS

2021 ◽  
Author(s):  
Mykhaylo Pervak ◽  
◽  
Olha Yehorenko
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Training Methods ◽  
Practical Skills ◽  
National Medical ◽  
Learning Conditions ◽  
The Difference ◽  
Medical University ◽  
Crucial Part ◽  
Positive Results

Observed the mastery of practical skills, as competencies for compiling OSСE (Objective structured clinical examination), by 6th year students and interns of various specialties in Odessa national medical university (Ukraine). Practical skills were performed on realistic simulation mannequins. The difference in outcomes was based on different learning conditions during the period of changing quarantine restrictions due to the COVID-19 pandemic in The Whole World. The results of observations were evaluated by the following parameters: time spent performing practical skills (in seconds) and the score (in marks) obtained by checklist. The final results testified a crucial part of the offline mode in mastering practical skills as competencies for compiling an Objective structured clinical examination, and the possibility of organizing theoretical learning processes in the online-form with obtaining certain positive results.

scholarly journals EXPERIENCE OF THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION IN THE FRAMEWORK OF STATE CERTIFICATION OF GRADUATES OF THE CLINICAL ORDINATURE ON SPECIALTY «ANESTHESIOLOGY AND RENAMATOLOGY»: STATION «PUNCTION AND CATHETERIZATION OF THE EPIDURAL SPACE»

2018 ◽  
Vol 12 (3) ◽  
pp. 191-196
Author(s):  
Roman E. Lakhin ◽  
K. A Tsygankov ◽  
A. A Andreenko ◽  
I. I Faizov ◽  
A. V Shchegolev
Keyword(s):  
Clinical Examination ◽  
Epidural Space ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Final Exam ◽  
State Certification ◽  
Manual Skills ◽  
Second Year ◽  
The Difference ◽  
Evaluation Sheet

The purpose of the study was to test the evaluation sheet and assess the practical skills of the clinical residents of the second year at the station «Puncture and catheterization of the epidural space» during an objective structured clinical examination. Materials and methods: 28 clinical residences of the second year of study were included in the study with the practical part of the final exam in the specialty «Anesthesiology and Reanimatology». Manipulation was performed on a phantom-simulator, which allows to simulate a puncture and catheterization of the epidural space reliably. Evaluation of manual skills, independently of each other, was carried out by two teachers. Results: 28 (100%) residents successfully passed the station. The time for passing the station to one examiner was 4.05 (4.41, 5.16) min. The most common mistakes during the manipulation were associated with the need for more than one attempt at successful puncture and catheterization of epidural space 10 (35.7%), and in 6 (21.4%) cases it was required to change the interstitial gap. Controlling the performance of the evaluation sheet demonstrated the possibility of its use by different teachers at the station. The difference in the completed evaluation sheet was less than 4%.

scholarly journals Implementing remote pharmacy objective structured clinical examination during the COVID-19 pandemic

2021 ◽  
pp. 221-225
Author(s):  
Wong Pei Se ◽  
Anil Tumkur ◽  
Suresh Shanmugham ◽  
David Chong ◽  
Pravinkumar Ingle ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Time Allocation ◽  
Objective Structured Clinical Examination ◽  
Scope Of Practice ◽  
Practical Skills ◽  
Internet Connectivity ◽  
Promising Direction ◽  
Feasibility Evaluation ◽  
Second Year ◽  
Planning Development

Objective: This paper describes the development and feasibility evaluation of a formative remote objective structured clinical examination (OSCE) for second-year students in a four-year Bachelor of Pharmacy (B.Pharm.) honours programme. Methods. A five- station remote formative OSCE was developed and implemented using Microsoft Teams. The authors used a post-OSCE evaluation, in combination with the results of a students’ survey and comprehensive feedback from faculty. Results: A total of seventy second-year B.Pharm. (Hons.) students participated in the online OSCE. Based on the post-OSCE evaluation, about 80% of students agreed that the OSCE ran smoothly. Respondents agreement on the time allocated to complete each station varied between 63.6% and 81.8%. Time allocation for each station and internet connectivity were raised as the main concerns by both the students and the faculty. Conclusion: A remote online OSCE is a feasible strategy for assessment of various skills based on different tasks, reflecting the scope of practice for future pharmacists, and offers a promising direction towards the assessment of such practical skills. Online OSCE planning, development and evaluation are in themselves useful for clarifying assessment goals, processes, hindrances, and affordances

scholarly journals Examining validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

2020 ◽  
Author(s):  
Mitra Kolivand ◽  
Marzieh Esfandyari ◽  
sousan Heydarpour
Keyword(s):  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Evaluation ◽  
Clinical Course ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Test Results ◽  
Validity And Reliability ◽  
The Mean

Abstract BACKGROUND: Clinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. The purpose of the study is to determine validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students. METHODS : Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Census method was used for sampling. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion validity was obtained through determining the correlation between the clinical and theoretical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test. RESULTS: The correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p=0.024) and the mean score of clinical course “gynaecology “ (0.419, p=0.017). There was no significant correlation between OSCE scores and the mean score of theoretical courses (0.23, p=0. 200). The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant. CONCLUSION: Although, it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.

COVID-19 and medical education: Rethinking student assessment—The Virtual Observational Standard Clinical Examination.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11005-11005
Author(s):  
Mariana Abal ◽  
Lourdes Gil Deza ◽  
Ernesto Gil Deza ◽  
Marta Dragosky ◽  
Claudia Lorena Acuna ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Student Assessment ◽  
Practical Skills ◽  
Online Environment ◽  
Student Opinions ◽  
Online Evaluation ◽  
Network Connection ◽  
Formative Experiences ◽  
Practice Time

11005 Background: The COVID-19 pandemic introduced new challenges for medical education. In particular, student assessment posed some of the most urging questions. How do we evaluate practical skills when our universities are on lockdown and our hospitals are working on a shortage of personnel? Is it possible to evaluate these skills via online means, mitigating the effects in students’ career development? This paper presents an online evaluation experience implemented at Instituto Oncológico Henry Moore-Universidad del Salvador, Buenos Aires in the postgraduate program of Clinical Oncology. The Virtual Observational Standard Clinical Examination (V-OSCE) is a technology-based adaptation of the Observational Standard Clinical Examination (OSCE) (JCO 34 (15), Abstract e18150, 2017) implemented in previous years. Methods: The V-OSCE took place in November 14, 2020 and consisted on a half-day evaluation during which students rotated through 8 stations (Table). The exam ran on three platforms: Blackboard Collaborate for the interactive elements of all stations; University online campus (Moodle platform) for student questionnaires, and Google Forms for the evaluators’ assessment of each student. Students and evaluators participated in various training sessions, and were given a month to practice before the exam. All interactions were recorded and an anonymous survey on students’ experience and opinions was conducted after the exam. Results: A total of 25 postgraduate Oncology students participated in the V-OSCE. 24 students (96%) completed all stations on time with minimum or no network connection issues. Student opinions: 24 students completed the exam experience anonymous survey; 23 found the exam tech-friendly and valued the practice time provided. When asked to score the exam in a scale of 1 to 10: 80% of the students ranked the exam with 9 or 10; and 20%, with 7 or 8. Conclusions: A) It is feasible to design new ways to assess medical students via online means. B) The experience of an OSCE can be translated to an online environment with minimum technological requirements. C) The COVID-19 pandemic effects are extensive, with serious implications in medical education. However, it has proved to be an opportunity to rethink our educational practices, design innovative formative experiences, and assess new skills that will remain significant even long after the pandemic has ended.[Table: see text]

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