scholarly journals ASSESSMENT OF UNDERGRADUATE MEDICAL STUDENTS USING OBJECTIVE STRUCTURED CLINICAL EXAMINATION IN GENERAL MEDICINE: STUDENT’S AND TEACHER’S PERCEPTION

2015 ◽  
Vol 4 (99) ◽  
pp. 16481-16484
Author(s):  
Sudhir Kumar ◽  
Ashis Ranjan ◽  
Govind Kumar ◽  
Amit Mishra ◽  
Barat D
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Undergraduate Medical Students ◽  
Teacher's Perception

scholarly journals THE UNDERGRADUATE MEDICAL STUDENTS’ PITFALLS IN EYE EXAMINATION STATION OF OBJECTIVE STRUCTURED CLINICAL EXAMINATION

2019 ◽  
Vol 8 (3) ◽  
pp. 144
Author(s):  
Widyandana Doni ◽  
Angela Nurini Agni ◽  
Agus Supartoto
Keyword(s):  
Visual Acuity ◽  
Medical Students ◽  
Visual Field ◽  
Clinical Examination ◽  
Anterior Segment ◽  
Posterior Segment ◽  
Objective Structured Clinical Examination ◽  
Undergraduate Medical Students ◽  
Skill Laboratory ◽  
Eye Examination

Background: High prevalence of eye disorders in Indonesia requires medical doctors to be skillful and well trained in ophthalmologic examination. Undergraduate medical students usually start their clinical simulation practice and ophthalmology assessment in a safe learning environment. Skill laboratory as the learning facility should be evaluated and improved regularly. This study aimed to evaluate student’s pitfalls in the eyes OSCE station. Methods: Descriptive analytic study involving Objective Structured Clinical Examination (OSCE) eye examination station score from 1st - 4th year undergraduate medical students batch 2010 in Faculty of Medicine, Universitas Gadjah Mada, Indonesia (n=516). All checklists’ scores were analyzed based on particular sub-scales in every examination topic to explore the most pitfalls made by students in eye examination station during OSCE. Results: The order average value of each subscale in OSCE are: Doctor patient interaction (88.42), History taking skills (82.44), Professionalism (76.43), Physical Examination (74.62), Diagnosis (60.68), Management of Pharmacotherapy (54.70). The percentage of failed-students (scores <70) in 1st-4th year OSCE based on topics skills were Year 1: Visual field (5.08%), Visual acuity (14.21%), Anterior Segment (2.54%). 2nd year: IOP by palpation (24.38%), Visual acuity (9.38%), Anterior Segment (29.38%). Year 3:  visual field (4.94%), IOP by palpation (2.47%), Visual acuity (12.35%), Anterior Segment (7.41%), Posterior Segment (22.22%). Year 4: Comprehensive eye exam (17.95%). Conclusions: Students mostly challenged in the skills of diagnosis establishment and pharmacological management. The highest number of failed students in each year OSCE vary from each year. 1st year failed most at visual acuity examination, 2nd year was anterior segment examination and 3rd year was posterior segment examination. Those three skills need to be enhanced systematically. Keywords: OSCE, pitfall pattern, eye examination, undergraduate students, skill laboratory 

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.

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
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