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).

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.

scholarly journals Designing and Implementing the Objective Structured Clinical Examination in Anesthesiology

2014 ◽  
Vol 120 (1) ◽  
pp. 196-203 ◽  
Author(s):  
Maya Jalbout Hastie ◽  
Jessica L. Spellman ◽  
Parwane P. Pagano ◽  
Jonathan Hastie ◽  
Brian J. Egan
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Assessment Tool ◽  
Core Competencies ◽  
Objective Assessment ◽  
Reliability And Validity ◽  
The United States ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Current Application

Abstract Since its description in 1974, the Objective Structured Clinical Examination (OSCE) has gained popularity as an objective assessment tool of medical students, residents, and trainees. With the development of the anesthesiology residents’ milestones and the preparation for the Next Accreditation System, there is an increased interest in OSCE as an evaluation tool of the six core competencies and the corresponding milestones proposed by the Accreditation Council for Graduate Medical Education. In this article the authors review the history of OSCE and its current application in medical education and in different medical and surgical specialties. They also review the use of OSCE by anesthesiology programs and certification boards in the United States and internationally. In addition, they discuss the psychometrics of test design and implementation with emphasis on reliability and validity measures as they relate to OSCE.

the 2013 MRCS examination: an update

2013 ◽  
Vol 95 (5) ◽  
pp. 166-167
Author(s):  
Peter A Brennan ◽  
Stephen Hills ◽  
Michael Parker
Keyword(s):  
Clinical Examination ◽  
Royal College ◽  
General Medical Council ◽  
Objective Structured Clinical Examination ◽  
Medical Council

The Intercollegiate Committee for Basic Surgical Examinations (ICBSE) has, with the approval of the General Medical Council (GMC), driven the continued evolution of the Membership of the Royal College of Surgeons (MRCS). Since the introduction in September 2008 of the objective structured clinical examination (OSCE) – Part B of the MRCS – there have been a number of changes and the first diet of the latest version was held in February 2013.

scholarly journals Adaptation and Validation of a Burnout Inventory in a Survey of the Staff of a Correctional Institution in Bulgaria

Folia Medica ◽  
2016 ◽  
Vol 58 (4) ◽  
pp. 282-288
Author(s):  
Stanislava N. Harizanova ◽  
Nonka G. Mateva ◽  
Tanya Ch. Tarnovska
Keyword(s):  
Correctional Officers ◽  
Reliability And Validity ◽  
Maslach Burnout Inventory ◽  
Burnout Syndrome ◽  
Assessment Instruments ◽  
Correctional Institution ◽  
Correctional Institutions ◽  
Good Reliability ◽  
Study Population ◽  
The Individual

Abstract Background: Burnout syndrome is a phenomenon that seems to be studied globally in relation to all types of populations. The staff in the system of correctional institutions in Bulgaria, however, is oddly left out of this tendency. There is no standardized model in Bulgaria that can be used to detect possible susceptibility to professional burnout. The methods available at present only register the irreversible changes that have already set in the functioning of the individual. V. Boyko’s method for burnout assessment allows clinicians to use individual approach to patients and affords easy comparability of results with data from other psychodiagnostic instruments. Adaptation of the assessment instruments to fit the specificities of a study population (linguistic, ethno-cultural, etc.) is obligatory so that the instrument could be correctly used and yield valid results. Validation is one of the most frequently used technique to achieve this. Aim: The aim of the present study was to adapt and validate V. Boyko’s burnout inventory for diagnosing burnout and assessment of the severity of the burnout syndrome in correctional officers. Materials and methods: We conducted a pilot study with 50 officers working in the Plovdiv Regional Correction Facility by test-retest survey performed at an interval of 2 to 4 months. All participants completed the adapted questionnaire translated into Bulgarian voluntarily and anonymously. Statistical analysis was performed using SPSS v.17. Results: We found a mild-to-strong statistically significant correlation (P<0.01) across all subscales between the most frequently used questionnaire for assessing the burnout syndrome, the Maslach Burnout Inventory, and the tool we propose here. The high Cronbach’s α coefficient (α=0.94) and Spearman-Brown coefficient (rsb=0.86), and the low mean between-item correlation (r=0.30) demonstrated the instrument’s good reliability and validity. Conclusion: With the validation herein presented we offer a highly reliable Bulgarian variant of Boyko’s method for burnout assessment and research.

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.

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