Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students’ satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students’ skills and attitude.

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Examining validity and reliability of objective structured clinical examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

BMC Medical Education ◽

10.1186/s12909-020-02017-4 ◽

2020 ◽

Vol 20 (1) ◽

Cited By ~ 1

Author(s):

Mitra Kolivand ◽

Marzie Esfandyari ◽

Sousan Heydarpour

Keyword(s):

Undergraduate Students ◽

Clinical Examination ◽

Clinical Skills ◽

Descriptive Study ◽

Objective Structured Clinical Examination ◽

Validity And Reliability

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Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination

Western Journal of Nursing Research ◽

10.1177/0193945916667727 ◽

2016 ◽

Vol 39 (3) ◽

pp. 388-399 ◽

Cited By ~ 2

Author(s):

Xuemei Zhu ◽

Li Yang ◽

Ping Lin ◽

Guizhi Lu ◽

Ningning Xiao ◽

...

Keyword(s):

Nursing Students ◽

Undergraduate Students ◽

Clinical Examination ◽

Clinical Skills ◽

Standardized Patients ◽

Objective Structured Clinical Examination ◽

Clinical Competencies ◽

Graduation Examination ◽

The Difference ◽

Technical Operation

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process–driven OSCE model effectively assessed nursing students’ clinical competencies, and clinical and critical thinking.

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Examining validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

10.21203/rs.2.10419/v1 ◽

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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The IMPLEMENTATION OF OSCE (OBJECTIVE STRUCTURED CLINICAL EXAMINATION) METHODS STUDENTS OF STIKES HANGTUAH PEKANBARU

Jurnal Keperawatan Abdurrab ◽

10.36341/jka.v5i1.1853 ◽

2021 ◽

Vol 5 (1) ◽

pp. 45-52

Author(s):

Susi Erianti ◽

Raja Fitrina Lestari

Keyword(s):

Nursing Education ◽

Clinical Examination ◽

Quantitative Research ◽

Clinical Performance ◽

Clinical Skills ◽

Sampling Technique ◽

Objective Structured Clinical Examination ◽

Nursing Science ◽

Rating Form ◽

Blue Print

The development of nursing science and technology that is increasingly sophisticated requires nursing staff to be competent, so that the world of nursing education must be able to prepare graduates who are able to compete both nationally and globally. To achieve competence, especially in the field of skills, the OSCE (Objective Structured Clinical Examination) method is used. To assess clinical performance or abilities in a structured and objective manner. This study aims to describe the design (the preparation of blue prints, cases and stations and the preparation of a checklist or rating form) used in OSCE, describe standard patients, describe OSCE examiners, describe facilities and infrastructure in the implementation of OSCE, describe standard settings in the implementation of OSCE and describe overall OSCE implementation. This research used observational quantitative research with a descriptive research design. The population in this study were lecturers who carried out OSCE using a total sampling technique. The data collection tool used a questionnaire and data analysis was carried out univariately. The results of the study show that 18 (60%), OSCE standard patients have carried out 16 (53.3%), OSCE examiners have carried out 20 (53,3%) have carried out the OSCE design (blue print, case and station preparation and checklist or rating form) 66.7%), OSCE facilities and infrastructure that have been implemented 19 (63.3%), OSCE standard setting that has been implemented 16 (53.3%) and OSCE implementation that has been implemented as a whole is 17 (56.7%) . The implementation of OSCE must be using the existing standart, so it can be used as a tool to evaluate the students' clinical skills, blue print is an important aspect to be prepare before OSCE.

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Examining validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

10.21203/rs.2.10419/v2 ◽

2020 ◽

Author(s):

Mitra Kolivand ◽

Marzieh Esfandyari ◽

sousan Heydarpour

Keyword(s):

Undergraduate Students ◽

Clinical Examination ◽

Clinical Evaluation ◽

Clinical Course ◽

Clinical Skills ◽

Objective Structured Clinical Examination ◽

Practical Skills ◽

Test Results ◽

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. The purpose of the study is to determine validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students. METHODS : Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Census method was used for sampling. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion validity was obtained through determining the correlation between the clinical and theoretical 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 and Abnormal delivery I” (0.399, p=0.024) and the mean score of clinical course “gynaecology “ (0.419, p=0.017). There was no significant correlation between OSCE scores and the mean score of theoretical courses (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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The Effectiveness of applying for Formative Assessment Objective Structured Clinical Examination (OSCE)for Undergraduate Students in Faculty of Medicine King Abdul Aziz University, Jeddah, Kingdom of Saudi Arabia

10.21203/rs.3.rs-32260/v1 ◽

2020 ◽

Author(s):

Rajaa Allhiani ◽

Sumaiah Abdulwahab ◽

Sultan Hassan Alamri

Keyword(s):

Medical Students ◽

Undergraduate Students ◽

Clinical Examination ◽

Clinical Training ◽

Clinical Skills ◽

Objective Structured Clinical Examination ◽

Kingdom Of Saudi Arabia ◽

Emergency Procedures ◽

Competence Level ◽

Teachers And Students

Abstract The use of formative and summative assessment for students have been always a concern for medical professionals such as teachers and students especially when students are at graduating level. This can be supported with increasing the effectiveness and comprehensiveness of the students with appropriate clinical training using a defined structure with questionnaire-based system defined in the methodology to support student’s skills using clinical competencies to form perspective. It has been found that with Objective Structured Clinical Examination can be used as the method to assess the adequacy to support clinical skills of medical students following their competence level. This can be used to support a variety of tests to work on underpinning emergency procedures to interpret investigational data to ensure in-depth and breadth coverage of clinical skills following 5th-year medical students.

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Alternative approaches for clinical clerkship during the COVID-19 pandemic: Online clinical practice for inpatients and outpatients - A mixed method -

10.21203/rs.3.rs-68477/v1 ◽

2020 ◽

Author(s):

Hajime Kasai ◽

Kiyoshi Shikino ◽

Go Saito ◽

Tomoko Tsukamoto ◽

Yukiko Takahashi ◽

...

Keyword(s):

Clinical Practice ◽

Medical Students ◽

Learning Environment ◽

Clinical Performance ◽

Clinical Skills ◽

Simulated Patients ◽

Memory Retention ◽

Advantages And Disadvantages ◽

Medical Interviews ◽

The Impact

Abstract Background The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online clinical practice (online-CP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online clinical practice using a learning management system (LMS) and online meeting system facilitated by a supervising physician. Methods The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as outpatient and a student as doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed methods design was implemented. Medical students self-assessed their clinical competence before and after the online-CP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. Results Forty-three students completed the online-CP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-CP. Using sEHR significantly improved performance in writing daily medical records and medical summaries (from 2.5 ± 2.0 to 4.3 ± 1.9, p < 0.001; from 2.6 ± 1.6 to 4.0 ± 2.0, p < 0.001, respectively). By e-PBL and online-VMI, performance in terms of medical interviews and counselling improved significantly (from 3.7 ± 1.7 to 5.0 ± 2.0, p = 0.009; from 4.2 ± 1.7 to 5.1 ± 1.8, p = 0.043, respectively). Students indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities or professionalism than the online-CP. Eight FGIs were conducted (n = 42). The advantages of online-CP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-CP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). Conclusions Online-CP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.

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

Health Education in Practice: Journal of Research for Professional Learning ◽

10.33966/hepj.3.2.14225 ◽

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.

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Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

Nommensen Journal of Medicine ◽

10.36655/njm.v5i2.152 ◽

2020 ◽

Vol 5 (2) ◽

pp. 28-35

Author(s):

Jenny Novina Sitepu

Keyword(s):

Clinical Examination ◽

Clinical Reasoning ◽

Clinical Skills ◽

Objective Structured Clinical Examination ◽

Treatment Practice ◽

Standard Patient ◽

The Mean ◽

Reasoning Skills ◽

Clinical Reasoning Skills ◽

Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions: Students’ achievement in OSCE of first term academic year 2017/2018 is need to be improved.

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