scholarly journals Use of an objective structured clinical examination to determine clinical competence

1995 ◽  
Vol 70 (11) ◽  
pp. 1029-34 ◽  
Author(s):  
D M Dupras ◽  
J T Li
Keyword(s):  
Clinical Examination ◽  
Clinical Competence ◽  
Objective Structured Clinical Examination

scholarly journals The MRCPsych OSCE workshop: a new game to play?

2004 ◽  
Vol 28 (2) ◽  
pp. 62-65 ◽  
Author(s):  
Asim Naeem ◽  
Joan Rutherford ◽  
Chris Kenn
Keyword(s):  
Clinical Examination ◽  
Royal College ◽  
Clinical Competence ◽  
Reliability And Validity ◽  
Objective Structured Clinical Examination ◽  
Current Evidence ◽  
Consecutive Series ◽  
Patient Assessment ◽  
Good Reliability ◽  
The Individual

In line with the Royal College of Psychiatrists' commitment to improve its professional examinations based on the best current evidence, Spring 2003 has seen the introduction of the objective structured clinical examination (OSCE). This has replaced the individual patient assessment (IPA) in the MRCPsych Part I clinical examination. An OSCE consists of a series of time-limited clinical tasks that candidates have to perform in a consecutive series of ‘stations' or booths. They have the advantage of being able to test clinical competence using a number of different scenarios via a standardised format (Katona et al, 2000). Their use has become widespread over recent years, particularly in undergraduate psychiatry exams (Brewin & Cantwell, 1997), as they have good reliability and validity (Hodges et al, 1998). This was confirmed by the College's initial pilot OSCE, which had a κ score of around 0.8 for the examination as a whole (Oyebode, 2002).

scholarly journals An Audit of the Medical Students’ Perceptions regarding Objective Structured Clinical Examination

2016 ◽  
Vol 2016 ◽  
pp. 1-4 ◽  
Author(s):  
Abidullah Khan ◽  
Maimoona Ayub ◽  
Zakir Shah
Keyword(s):  
Clinical Examination ◽  
Clinical Competence ◽  
Objective Structured Clinical Examination ◽  
Study Group ◽  
Validity And Reliability ◽  
Content Quality ◽  
Medical College ◽  
Similar Survey ◽  
Examination Methods

Objective. To record the perceptions of the final year MBBS students of Khyber Medical College (KMC) Peshawar regarding Objective Structured Clinical Examination (OSCE) conducted in the year 2016.Materials and Methods. This study was conducted in April 2016 which is in fact a reaudit of our similar survey done back in 2015. A total of 250 final year MBBS students participated by filling in a validated and pretested questionnaire already used by Russel et al. and Khan et al. in similar but separate studies including questions regarding exam content, quality of performance, OSCE validity and reliability, and so forth. The data was analyzed using SPSS version 20.Results. The study group comprised 160 (64%) males and 90 (36%) females. 220 (88%) stated that exam was fair and comprehensive; 94% believed OSCE was more stressful and mentally tougher. 96% of the students considered OSCE as valid and reliable and 87% were happy with its use in clinical competence assessment.Conclusion. Majority of students declared their final year OSCE as fair, comprehensive, standardized, less biased, and reliable format of examination but believed it was more stressful and mentally tougher than traditional examination methods.

scholarly journals A Short Note on Objective Structured Clinical Examination (OSCE)

2021 ◽  
pp. 247-251
Author(s):  
Pauline Sharmila
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Short Note ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Multiple Observations ◽  
The World ◽  
Competency Based ◽  
Skill Component

Objective Structured Clinical Examination (OSCE) is a structured competency based examination popularly used in examining the Medical and Nursing students. The clinical competence is evaluated by a team of examiners through uniformly timed, multiple stations. OSCE as an evaluation tool is gaining importance and it is becoming very popularly used by examiners all over the world as it is standardised and multiple observations and skills can be assessed equally for all the students in a single preparation. OSCE with its advantages like objectivity, tailored stations, safety of the patients and provision of audit and recording of the entire process has made it the most needed assessment of the skill component in most of the professional programmes concerning medical and nursing students.

scholarly journals Objective structured clinical examination for formative assessment of final year part-1 MBBS students

2017 ◽  
Vol 5 (1) ◽  
pp. 313
Author(s):  
Sunil Pal singh Chajhlana ◽  
Manoj Aravind Bhumi ◽  
Rama Krishna Narashima Mahabhashyam ◽  
Sai Ram A. ◽  
Maruti Sarma Mannava Varaprasada
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Traditional Method ◽  
Assessment Tool ◽  
Objective Structured Clinical Examination ◽  
Practical Examination ◽  
Method Of Assessment ◽  
Learning Score

Background: The aim of medical education is to develop overall medical student’s clinical competency at all the levels. Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. Different variability in clinical examination, student’s variability, the examiner’s variability and the patient’s variability and the attitude towards disease may have effect on the assessment of the students. Objective structured clinical examination (OSCE) was designed to test the clinical competence by bed side while simultaneously improving objectivity and reliability. The objectives of the study were to assess the effectiveness of OSCE for assessment tool as compared to traditional method of assessment; to know the perception of students participated toward OSCE. Methods: Study was conducted among a batch of 25 students of VIth semester student posted in Department of Community medicine. After undergoing traditional method of examination, all the participating students underwent OSCE and the marks were recorded. Student’s perception regarding OSCE was recorded using a questionnaire. Results: Marks scored by the students in OSCE were significantly higher than traditional practical examination. 92% students agree that OSCE useful tool in overall assessment of the student, better form of assessment & learning, easy to pass and score better marks than traditional method of examination. Conclusions: OSCE useful tool in overall assessment of the student, better form of assessment & learning, score better marks and has less emotional stress in OSCE, when compared to viva voce. 

Sign in / Sign up

Export Citation Format

Share Document