scholarly journals Neurology Clerkship: Predictors of Objective Structured Clinical Examination and Shelf Performance

2019 ◽  
Vol 6 ◽  
pp. 238212051986278 ◽  
Author(s):  
Ajay Sampat ◽  
Gerald Rouleau ◽  
Celia O’Brien ◽  
Cindy Zadikoff
Keyword(s):  
Student Performance ◽  
Clinical Examination ◽  
Clinical Performance ◽  
Objective Structured Clinical Examination ◽  
Medical Examiner ◽  
National Board ◽  
Exam Preparation ◽  
Evaluation Scores ◽  
Shelf Exam ◽  
Neurology Clerkship

Background: We sought to determine whether the following factors are associated with stronger performance on the medical school neurology clerkship: (1) structure of the outpatient rotation (working with a single general neurologist or multiple subspecialists), (2) dedicated shelf exam preparation, and (3) clerkships completed prior to neurology rotation. Methods: A total of 439 Feinberg medical students between 2014 and 2016 were analyzed based on the 3 variables of interest listed above. Student performance was evaluated using the National Board of Medical Examiner shelf exam and Objective Structured Clinical Examination/standardized evaluation scores. Univariate and multivariate analyses were conducted. Results: The format of the 2-week outpatient rotation did not significantly affect shelf examination ( P = .59), or standardized evaluation ( P = .34) scores. Taking a shelf pre-test correlated with overall higher standardized evaluation scores ( P < .01), and higher shelf examination scores ( P < .01). No individual clerkship correlated with better performance; however, the total number of core clerkships was associated with higher shelf examination scores ( P = .007). Each additional core clerkship taken prior to neurology was associated with 0.72 points greater shelf examination score. Conclusions: Greater attending continuity did not appear to be associated with stronger performance perhaps due to a difference in types of cases observed. Students who took a practice shelf exam did better on both their shelf exam and standardized evaluation, suggesting that acquisition of knowledge translates to a better clinical performance. No individual clerkship offers an advantage, but rather it is the total number of clerkships that is correlated with stronger performance.

The use of the objective structured clinical examination (OSCE) in a practice-based health discipline: Academic and student experience in paramedicine

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Andy Bell ◽  
Jennifer Kelly ◽  
Peter Lewis
Keyword(s):  
Clinical Examination ◽  
Best Practice ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Reliability And Validity ◽  
Specific Area ◽  
Training Model ◽  
Objective Structured Clinical Examination ◽  
Evidence Based ◽  
Effective Measure

Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia.  With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance.  The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed.  However, all data was non identifiable at time of data collection.  Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.

The Objective Structured Clinical Examination: An Alternative Approach to Assessing Student Clinical Performance

1987 ◽  
Vol 26 (1) ◽  
pp. 39-41
Author(s):  
Janet McKnight ◽  
Elizabeth Rideout ◽  
Barbara Brown ◽  
Donna Ciliska ◽  
Diane Patton ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Clinical Performance ◽  
Objective Structured Clinical Examination ◽  
Alternative Approach

scholarly journals Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE)

2018 ◽  
Vol 9 (3) ◽  
pp. 14 ◽  
Author(s):  
Renee Dagenais ◽  
Shane A Pawluk ◽  
Daniel C Rainkie ◽  
Kyle Wilby
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Clinical Examination ◽  
Rank Order ◽  
Pharmacy Students ◽  
Competency Framework ◽  
Objective Structured Clinical Examination ◽  
Future Research ◽  
Reflective Journal ◽  
Students Attitudes

  Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework.  Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”.   Article Type: Case Study

Assessing residents' clinical performance: Cumulative results of a four-year study with the Objective Structured Clinical Examination

Surgery ◽  
1998 ◽  
Vol 124 (2) ◽  
pp. 307-312 ◽  
Author(s):  
Richard W. Schwartz ◽  
Donald B. Witzke ◽  
Michael B. Donnelly ◽  
Terry Stratton ◽  
Amy V. Blue ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Clinical Performance ◽  
Objective Structured Clinical Examination

Effects of Job Burnout and Emotional Labor on Objective Structured Clinical Examination Performance Among Interns and Residents in Taiwan

2017 ◽  
Vol 42 (2) ◽  
pp. 233-257 ◽  
Author(s):  
Chen-Yu Wang ◽  
Jen-De Chen ◽  
Chih-Hung Wang ◽  
Jong-Yi Wang ◽  
Chih-Jaan Tai ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Emotional Labor ◽  
Clinical Performance ◽  
Maslach Burnout Inventory ◽  
Job Burnout ◽  
Objective Structured Clinical Examination ◽  
Measurement Instruments ◽  
Potential Threat ◽  
Cross Sectional ◽  
Interns And Residents

Medical education faces challenges concerning job burnout and emotional labor among junior physicians, which poses a potential threat to the quality of medical care. Although studies have investigated job burnout and emotional labor among physicians, empirical research on the association between job burnout, emotional labor, and clinical performance is lacking. This study investigated the effects of job burnout and emotional labor on clinical performance by using the objective structured clinical examination (OSCE) scores of interns and residents. Specifically, this cross-sectional study utilized the Maslach Burnout Inventory and the Emotional Labor Questionnaire as measurement instruments. A total of 225 interns and residents in central Taiwan answered structured questionnaires before beginning their OSCE. The major statistical analysis method employed was logistic regression. After adjustment for covariates, first-year residents were less likely than other residents to obtain high OSCE scores. The odds of high OSCE performance among interns and residents with high interaction component scores in emotional labor were significantly higher than those with low interaction scores. A high score in the interaction dimension of emotional labor was associated with strong clinical performance. The findings suggest that interventions which motivate positive attitudes and increase interpersonal interaction skills among physicians should receive higher priority.

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