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>

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 Improving Residents' Safe Opioid Prescribing for Chronic Pain Using an Objective Structured Clinical Examination

2016 ◽  
Vol 8 (3) ◽  
pp. 390-397 ◽  
Author(s):  
Daniel P. Alford ◽  
Brittany L. Carney ◽  
Belle Brett ◽  
Sharon J. Parish ◽  
Angela H. Jackson
Keyword(s):  
Internal Medicine ◽  
Chronic Pain ◽  
Clinical Examination ◽  
Academic Medical Center ◽  
Objective Structured Clinical Examination ◽  
Opioid Prescribing ◽  
Internal Medicine Residents ◽  
Number Of Patients ◽  
Safe Opioid Prescribing ◽  
And Control

ABSTRACT  Internal medicine residents care for a sizable number of patients with chronic pain. Programs need educational strategies to promote safe opioid prescribing.Background  To describe a safe opioid prescribing education program utilizing an objective structured clinical examination (OSCE) and report the resulting impact on residents' knowledge, confidence, and self-reported practices.Objective  Using a quasi-experimental design, 39 internal medicine residents from an urban academic medical center were assigned to 1 of 4 groups: 1-hour lecture only, lecture followed by immediate OSCE, lecture followed by 4-month delayed OSCE, and control. Safe opioid prescribing knowledge, confidence, and self-reported practices were assessed at baseline and at 8 months.Methods  At 8 months, knowledge, confidence, and self-reported practices improved in the control and in all 3 intervention groups. The immediate OSCE group had the greatest improvements in combined confidence scores within group (0.74, P = .01) compared to controls (0.52, P = .05), using a 5-point scale. This group also had the greatest improvement in self-reported practice changes (1.04, P = .04), while other groups showed nonsignificant improvements—delayed OSCE (0.43, P = .44), lecture only (0.66, P = .24), and control (0.43, P = .19).Results  Safe opioid prescribing education that includes a lecture immediately followed by an OSCE had an impact on residents' confidence and self-reported practices greater than those for delayed OSCE or lecture only groups. There was no difference in knowledge improvement among the groups. Lecture followed by an OSCE was highly regarded by residents, but required additional resources.Conclusions

scholarly journals System of Educational Process Organization at the Department of Endocrinology and the Department of Internal Medicine No 1, Immunopathology and Allergology named after academician Neiko Ye.M. of Ivano-Frankivsk National Medical University

2018 ◽  
Vol 25 (1) ◽  
Author(s):  
Oksana Didushko ◽  
Petro Herych ◽  
Iryna Cherniavska
Keyword(s):  
Internal Medicine ◽  
Medical School ◽  
Educational Process ◽  
National Medical ◽  
The Subject ◽  
Medical University ◽  
Long Term Experience ◽  
Module System

The The article highlights the system of educational process organization during module 1 of the subject “Internal Medicine” at the Department of Endocrinology and the Department of Internal Medicine No 1, Immunopathology and Allergology named after academician Neiko Ye.M. of Ivano-Frankivsk National Medical University. The possibilities of combining long-term experience and the traditions of national medical school with the principles of the credit-module system are described.

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.

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