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 Clinical performance of medical students in a whole-task emergency station for the objective structured clinical examination with the standardized patient who complains of palpitation in Korea

2020 ◽  
Vol 17 ◽  
pp. 42
Author(s):  
Song Yi Park ◽  
Hyun-Hee Kong ◽  
Min-Jeong Kim ◽  
Yoo Sang Yoon ◽  
Sang-Hwa Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Diagnostic Tests ◽  
Clinical Performance ◽  
Clinical Skill ◽  
Educational Programs ◽  
Objective Structured Clinical Examination ◽  
Study Patient ◽  
Standardized Patient ◽  
History Taking

This study assessed the clinical performance of 150 third-year medical students in a whole-task emergency objective structured clinical examination station that simulates a patient with palpitation visiting the emergency department from November 25 to 27, 2019. The clinical performance was as assessed by the frequency and percentage of students who performed history taking (HT), physical examination (PE), electrocardiography (ECG) study, patient education (Ed), and clinical reasoning (CR), which were items on the checklist. There were 18.0% of students checked the patient’s pulse, 51.3% completed an ECG study, and 57.9% explained the results to the patient. There were 38.0% of students who did not even attempt an ECG study. In a whole-task emergency station, students were good at r HT and CR but unsatisfactory to the PE, ECG study, and Ed. Clinical skill educational programs should focus on PE, timely diagnostic tests, and sufficient Ed.

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 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 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

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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