scholarly journals Response to: viva la VOSCE?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lucinda Zahrah Motie ◽  
Shahil Kaini
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Home Environment ◽  
Clinical Examination ◽  
Social Inequalities ◽  
Objective Structured Clinical Examination ◽  
Face To Face ◽  
Playing Field ◽  
University College London ◽  
Objective Structured Clinical Examinations

AbstractBoyle et al. discuss the development and implementation of a Virtual Objective Structured Clinical Examination due to the COVID-19 pandemic lockdown precluding face-to-face Objective Structured Clinical Examinations, something we too as clinical medical students studying at University College London have experienced. We commend Boyle et al. for promptly creating and delivering this assessment. However, we believe this style of assessment has the potential to exacerbate the ethnic and social inequalities that currently exist within medical education. Going forward, it is imperative that the home environment is considered in an attempt to level the playing field.

scholarly journals No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada

2019 ◽  
Vol 16 ◽  
pp. 14 ◽  
Author(s):  
Lorenzo Madrazo ◽  
Claire Bo Lee ◽  
Meghan McConnell ◽  
Karima Khamisa ◽  
Debra Pugh
Keyword(s):  
Medical Students ◽  
Analysis Of Variance ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Subsequent Performance ◽  
Independent Variables ◽  
Objective Structured Clinical Examinations ◽  
The Mean

Student-led peer-assisted mock objective structured clinical examinations (MOSCEs) have been used in various settings to help students prepare for subsequent higher-stakes, faculty-run OSCEs. MOSCE participants generally valued feedback from peers and reported benefits to learning. Our study investigated whether participation in a peer-assisted MOSCE affected subsequent OSCE performance. To determine whether mean OSCE scores differed depending on whether medical students participated in the MOSCE, we conducted a between-subjects analysis of variance, with cohort (2016 vs. 2017) and MOSCE participation (MOSCE vs. no MOSCE) as independent variables and the mean OSCE score as the dependent variable. Participation in the MOSCE had no influence on mean OSCE scores (P=0.19). There was a significant correlation between mean MOSCE scores and mean OSCE scores (Pearson r=0.52, P<0.001). Although previous studies described self-reported benefits from participation in student-led MOSCEs, it was not associated with objective benefits in this study.

scholarly journals The OSCE-experiment at MEDUNSA

Curationis ◽  
1982 ◽  
Vol 5 (1) ◽  
Author(s):  
J.G.P. Van Niekerk ◽  
S.A. Lombard
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Conventional Approach ◽  
Objective Structured Clinical Examination ◽  
Nursing Science ◽  
Wide Range ◽  
The University

The newly-established Department of Nursing Science at MEDUNSA had provisionally decided to use the conventional approach to the clinical examination of the ten pre-registration students on the B.Cur. course. During October 1981 Professor R. M. Harden, Professor in Medical Education, University of Dundee, Scotland, paid a lecture visit to MEDUNSA. In one lecture Professor Harden described a method used for examining clinical skills of medical students in the University of Dundee. It is called the Objective Structured Clinical Examination (OSCE). It consists of an examination in which a wide range of skills are evaluated through practical, written and oral methods of assessment.

scholarly journals An Objective Structured Clinical Exam to Assess Semiology Skills of Medical Students

2016 ◽  
Vol 29 (12) ◽  
pp. 819 ◽  
Author(s):  
Vitor Hugo Pereira ◽  
Pedro Morgado ◽  
Mónica Gonçalves ◽  
Liliana Costa ◽  
Nuno Sousa ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Testing Time ◽  
History Taking ◽  
High Stakes ◽  
School Of Medicine ◽  
Validity Criterion ◽  
Objective Structured Clinical Exam ◽  
Objective Structured Clinical Examinations

Introduction: Mastery of history taking and physical exam skills is a key competence of medical students. Objective Structured Clinical Examinations are the gold standard to assess these competencies, but their implementation in Portugal is poorly documented. We describe the implementation and our seven years experience with a high-stakes Objective Structured Clinical Examination to assess these skills in the School of Medicine, University of Minho.Material and Methods: Our Objective Structured Clinical Examination is in place since 2010 and has been subject to continuous improvements, including the adoption of a standard setting procedure and an increase in the number of stations.Results: Grades in our exam are well distributed and discriminate among students. History taking grades are lower and have remained stable throughout the years while physical examination scores have risen. The exam is reliable, with internal consistency above 0.45 and a G-coefficient of 0.74. It is also feasible, with a total testing time of approximately 20 hours for 140 students, and the involvement of 18 standardized patients and 18 faculty assessors. More importantly, it was able to engage the students, who recognize its importance.Discussion: The most important validity criterion of our, and any Objective Structured Clinical Examination, would be predictive validity,the ability to predict the performance of students in the clinical context.Conclusion: Our approach to a high-stakes Objective Structured Clinical Examination shows that it is feasible, reliable, valid and fair and can be implemented with success in the Portuguese setting.

scholarly journals Viva la VOSCE?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
J. G. Boyle ◽  
I. Colquhoun ◽  
Z. Noonan ◽  
S. McDowall ◽  
M. R. Walters ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Face To Face ◽  
Objective Structured Clinical Examinations ◽  
The Uk

Abstract Background The COVID-19 pandemic lockdown precluded face-to-face final Objective Structured Clinical Examinations (OSCE) in the UK. Results In response, we rapidly developed and then successfully implemented a novel Virtual Objective Structured Clinical Examination (VOSCE). Conclusions In this article we both describe and reflect on our experience as well as discuss the implications for future undergraduate assessment as the situation evolves.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

THE CANCER PAIN OBJECTIVE STRUCTURED CLINICAL EXAMINATION FOR EVALUATION OF MEDICAL STUDENTS

1999 ◽  
Vol 88 (Supplement) ◽  
pp. 168S
Author(s):  
&NA; Sloan ◽  
M. Plymale ◽  
B. Vanderveer ◽  
P. LaFontain ◽  
M. Johnson ◽  
...  
Keyword(s):  
Medical Students ◽  
Cancer Pain ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

A ‘Fair Play’? Comparison of an Objective Structured Clinical Examination of Final Year Medical Students Training in Psychiatry and their Supervisors' Appraisals

2002 ◽  
Vol 10 (4) ◽  
pp. 444-447 ◽  
Author(s):  
Pamela Melding ◽  
John Coverdale ◽  
Elizabeth Robinson
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Examination ◽  
Good Method ◽  
Previous Method ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Written Test ◽  
Method Of Evaluation ◽  
The University

Objective: Expected standards for student performance in psychiatry can vary between supervisors and institutions. Recently, the University of Auckland required its academic departments to have an objective standard assessment or test for each student on a clinical attachment. We aimed to compare an objective structured clinical examination of final year medical students training in psychiatry and their supervisors' appraisals. Method: Assessment in psychiatry initially consisted of a two-hour written test. Subsequently, the test in psychiatry changed to a standardised, modified, objective, structured, clinical examination (OSCE) using simulated patients. The clinical supervisor rated each student on a set of clinical parameters using a scale of 1-6. In addition, members of the academic department of psychiatry separately tested the students with a modified OSCE on the last day of their clinical attachment. The results of the OSCE are compared with clinical attachment assessments and the previous method of evaluation, the written test. Results: There was no correlation between the written test and the supervisor's assessment for the clinical attachment indicating that the written test was not a good method of evaluating student performance. The correlation between the clinical attachment grading and the OSCE for year 1 was 0.4 (p=0.002) and for year 2 was 0.5 (p=0.001). However, marks for the OSCE were consistently lower than those given for the clinical attachment. Conclusions: The introduction of the modified OSCE had the desired outcome of changing students' focus from the pursuit of theoretical knowledge to the attainment of practical skills.

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