Evaluating communication skills in the objective structured clinical examination format: reliability and generalizability

1996 ◽  
Vol 30 (1) ◽  
pp. 38-43 ◽  
Author(s):  
B Hodges ◽  
J Turnbull ◽  
R Cohen ◽  
A Bienenstock ◽  
G Norman
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

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.

An Objective Structured Clinical Examination of Communication Skills for Child Neurology Residents

2021 ◽  
Vol 114 ◽  
pp. 68-74 ◽  
Author(s):  
Dara V.F. Albert ◽  
Margie Ream ◽  
Nicole Verbeck ◽  
Todd Lash ◽  
Pedro Weisleder
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Child Neurology

scholarly journals The Study on the General Medical Students’ Clinical Competency in Problem Solving, Communication Skills, Procedure, History and Physical Examination and Critical and Non-Critical Indicators in Objective Structured Clinical Examination (OSCE)

2021 ◽  
Author(s):  
Haniye Mastour ◽  
Ali Emadzadeh ◽  
AmirAli Moodi Ghalibaf
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Clinical Examination ◽  
Clinical Education ◽  
Teaching And Learning ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Clinical Competency ◽  
Medical Sciences ◽  
Cross Sectional

Abstract Introduction: Clinical education is the basic pillar and heart of medical education. In fact, it is one of the most important manifestations of teaching and learning in professions related to medical sciences, which leads to the clinical competency of learners. Assessing new physicians before entering the field of clinical activities can be a reliable criterion for evaluating the quality of their clinical skills.The current study was done to investigate the knowledge, practice, and general clinical competency of general medicine graduates before entering the field of clinical activities. The study was in line with according to the document of the minimum competency expected from general practitioners in Iran. Methods In this descriptive cross-sectional study, the scores of different stations of the national Objective Structured Clinical Examination (OSCE), which be held at the end of the general medicine course in Iran, were collected at Mashhad University of Medical Sciences. These scores were subdivided into four specific areas and two critical and non-critical indicators of capability were gathered from the exam assessors' checklists. Totally, 266 students who participated in six periodicities of clinical competency tests at the end of the general medicine course at Mashhad University of Medical Sciences were included in the study by the census method. The clinical competency of general medicine graduates assessed in the areas of problem-solving, communication skills, practical action (procedures and critical skills), taking the history, performing physical examinations, and critical and non-critical indicators by the OSCE. Data were analyzed using descriptive statistics (frequency, mean and standard deviation) and inferential statistics including independent t-test, one-way and two-way analysis of variance by using SPSS. Results The results showed that the effect of different areas of the OSCE (F(3,5652) = 7.022 and P = 0.001) and participants' performance based on their critical and non-critical indicators (T = 1.976 and P = 0.04) are significant with 95% confidence interval. Conclusion The OSCE improves the standards of clinical competencies of new physicians and can make beneficial changes in clinical education at medical schools.

scholarly journals Virtual objective structured clinical examination for family nurse practitioner students using a Zoom platform in the time of COVID-19

2020 ◽  
Vol 11 (4) ◽  
pp. 73
Author(s):  
Tracie Walker Kirkland ◽  
Michelle Zappas ◽  
Alan Liu ◽  
Susan E. Hueck ◽  
Jo Fava Hochuli ◽  
...  
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Nurse Practitioner ◽  
Behavioral Problems ◽  
Nurse Educators ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Realistic Model ◽  
Objective Structured Clinical Examination ◽  
Family Nurse Practitioner

Objective: In response to school shut downs amid the COVID-19 pandemic, nurse educators from the University of Southern California implemented a virtual objective structured clinical examination (OSCE) using standardized patients (SPs) to assess family nurse practitioner (FNP) students’ clinical and communication skills as an alternative to the traditional in-person OSCE format. The intent of this paper is to share the nurse educators’ experiences with the transitional process and students’ feedback about their virtual OSCE experiences.Methods: Students (N = 36) enrolled in a childbearing/childrearing clinical course participated in the virtual OSCE using Zoom. The experience included briefing and debriefing sessions. Students were evaluated for their communication and clinical decision making skills based on their assessment of two adolescent patients: one acute with behavioral problems presenting for a checkup and one with headache.Results: All students who participated in the virtual OSCE experience demonstrated appropriate clinical and communication skills. Students perceived the virtual OSCE as a realistic model for telehealth but missed social interaction with faculty and peers and found their inability to conduct physical exam maneuvers challenging. The majority (79.3%) preferred interacting with patients face-to-face.Conclusions: Virtual OSCEs used as low-stakes formative assessments provide FNP students with effective and valuable learning experiences. Transitioning from in-person to virtual OSCEs using Zoom is feasible but requires extensive collaboration between nursing educators and those with access to simulation facilities, such as faculty from schools of medicine. Findings from this experience will serve as a guide for deliberate process improvements for future iterations.

scholarly journals The trainee-led MRCS mock OSCE: a useful and inexpensive adjunct in exam preparation

2012 ◽  
Vol 94 (6) ◽  
pp. 214-215
Author(s):  
Andrew Lau ◽  
Damien Gill ◽  
Naomi Bullen
Keyword(s):  
Communication Skills ◽  
Surgical Training ◽  
Clinical Examination ◽  
Major Change ◽  
Objective Structured Clinical Examination ◽  
Exam Preparation

The new MRCS examination was introduced in October 2008. One major change was the integration of viva voce, clinical and communication skills components into the Part B objective structured clinical examination (OSCE). This was partly in response to changes to surgical training resulting in 'earlier specialisation [and] less exposure to the range of surgical specialties'.

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