scholarly journals The Study on the General Medical Students’ Clinical Competency in Problem Solving, Communication Skills, Procedure, History and Physical Examination and Critical and Non-Critical Indicators in Objective Structured Clinical Examination (OSCE)

2021 ◽  
Author(s):  
Haniye Mastour ◽  
Ali Emadzadeh ◽  
AmirAli Moodi Ghalibaf
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Clinical Examination ◽  
Clinical Education ◽  
Teaching And Learning ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Clinical Competency ◽  
Medical Sciences ◽  
Cross Sectional

Abstract Introduction: Clinical education is the basic pillar and heart of medical education. In fact, it is one of the most important manifestations of teaching and learning in professions related to medical sciences, which leads to the clinical competency of learners. Assessing new physicians before entering the field of clinical activities can be a reliable criterion for evaluating the quality of their clinical skills.The current study was done to investigate the knowledge, practice, and general clinical competency of general medicine graduates before entering the field of clinical activities. The study was in line with according to the document of the minimum competency expected from general practitioners in Iran. Methods In this descriptive cross-sectional study, the scores of different stations of the national Objective Structured Clinical Examination (OSCE), which be held at the end of the general medicine course in Iran, were collected at Mashhad University of Medical Sciences. These scores were subdivided into four specific areas and two critical and non-critical indicators of capability were gathered from the exam assessors' checklists. Totally, 266 students who participated in six periodicities of clinical competency tests at the end of the general medicine course at Mashhad University of Medical Sciences were included in the study by the census method. The clinical competency of general medicine graduates assessed in the areas of problem-solving, communication skills, practical action (procedures and critical skills), taking the history, performing physical examinations, and critical and non-critical indicators by the OSCE. Data were analyzed using descriptive statistics (frequency, mean and standard deviation) and inferential statistics including independent t-test, one-way and two-way analysis of variance by using SPSS. Results The results showed that the effect of different areas of the OSCE (F(3,5652) = 7.022 and P = 0.001) and participants' performance based on their critical and non-critical indicators (T = 1.976 and P = 0.04) are significant with 95% confidence interval. Conclusion The OSCE improves the standards of clinical competencies of new physicians and can make beneficial changes in clinical education at medical schools.

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.

scholarly journals Objective structured clinical examination, OSCEs: an advance in the teaching and learning process in the student’s perception

2019 ◽  
Vol 48 ◽  
Author(s):  
Fabiana Aparecida Mayrink DE OLIVEIRA ◽  
Fernanda Ribeiro PORTO ◽  
Cleide Gisele RIBEIRO ◽  
Ana Estela HADDAD ◽  
Rodrigo Guerra DE OLIVEIRA ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Learning Process ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Objective Structured Clinical Examination ◽  
Basic Knowledge ◽  
Sectional Study ◽  
Cross Sectional ◽  
Clinical Competencies ◽  
Method Of Evaluation

Abstract Introduction The OSCE is a method of clinical competencies evaluation that has gained international popularity in medical and dental education. Objective The purpose of the present study was to describe the stages of development of the OSCE for the undergraduate course in Dentistry and to report the students' perception about this method of evaluation, regarding the degree of difficulty, time for each stage, importance of each station, number of stations, organization of the exam, as well as the total time for the OSCE. Material and method This research was an observational and cross-sectional study, composed of the carry out of an OSCE and later application of an evaluative questionnaire to the students who were in the fourth semester of the Dentistry course. These students had basic knowledge and an intermediate level of competences, compatible with their stage of education. Result As regards the number of stations, 43(97.7%) of the students responded that this was appropriate, OSCE process as a whole was very well organized (n=25; 56.8%), organized (n=17; 38.6%) or not very organized (n=1; 2.27%) and about the total time of the OSCE process, 29(65.9%) reported that it was appropriate; 10 (2.27%) said that it was short; 4 (9.09%), that it was long. Conclusion The student’s perception was positive especially regarding to organization and the time attributed to each station. Furthermore, the students considered that the topics and questions applied in each station were relevant.

scholarly journals GAMBARAN KECEMASAN DALAM MENGHADAPI UJIAN OSCE UKMPPD PADA MAHASISWA FIRST TAKER PENDIDIKAN PROFESI DOKTER UNIVERSITAS MALAHAYATI BATCH NOVEMBER 2019

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Festy Ladyani Mustofa ◽  
Jordy Oktobiannobel ◽  
Sulesa Sulesa
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Cross Sectional ◽  
Computer Based

Kecemasan adalah keadaan tegang berlebihan ditandai perasaan khawatir, tidak menentu, atau takut. Kecemasan sering di alami pada mahasiswa khususnya mahasiswa kedokteran yang akan melaksanakan Ujian Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) diantaranya ujian Objective Structured Clinical Examination (OSCE) dan Computer Based Test (CBT). OSCE merupakan instrumen penilaian keterampilan klinik pada mahasiswa kedokteran. Kecemasan apabila sudah mencapai tingkat kecemasan yang berat akan mengganggu proses jalannya ujian dan juga memungkinkan mempengaruhi hasil ujian pada mahasiswa program profesi dokter yang melaksanakannya. Jenis penelitian yang digunakan adalah deskriptif  dengan menggunakan pendekatan cross sectional. Tujuannya untuk mengetahui gambaran kecemasan dalam menghadapi OSCE UKMPPD pada mahasiswa first taker pendidikan profesi dokter di Universitas Malahayati tahun 2019. Hasil penelitian didapatkan kecemasan paling tinggi yaitu sebesar 78 (56%) pada kecemasan ringan. Distribusi usia paling banyak mengikuti ujian OSCE UKMPPD adalah  usia 24 tahun 88 peserta (63,8%). Ditribusi jenis kelamin paling banyak berjenis kelamin perempuan sebanyak 99 peserta (71,7%). Distribusi masa studi paling banyak dari peserta OSCE UKMPPD yaitu Masa studi 6 tahun yaitu sebanyak 108 peserta (78,26%). Berdasarkan distribusi data terbanyak untuk gambaran kecemasan dalam menghadapi ujian OSCE UKMPPD pada mahasiswa first taker pendidikan profesi dokter di Universitas Malahayati Bandar Lampung tahun 2019 adalah kecemasan ringan, usia 24 tahun, jenis kelamin perempuan, dan dengan masa studi 6 tahun.

scholarly journals Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 417 ◽  
Author(s):  
Faezeh Jaafari ◽  
Somayeh Delavari ◽  
Leila Bazrafkan
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Group Discussion ◽  
Geriatric Medicine ◽  
General Medicine ◽  
Ambulatory Setting ◽  
Field Observations ◽  
Medical Sciences ◽  
Structured Interviews ◽  
The University

Background: Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community. Methods: This was a qualitative study­­. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018.  Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this. Results: Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations. Conclusions: This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

Effects of Job Burnout and Emotional Labor on Objective Structured Clinical Examination Performance Among Interns and Residents in Taiwan

2017 ◽  
Vol 42 (2) ◽  
pp. 233-257 ◽  
Author(s):  
Chen-Yu Wang ◽  
Jen-De Chen ◽  
Chih-Hung Wang ◽  
Jong-Yi Wang ◽  
Chih-Jaan Tai ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Emotional Labor ◽  
Clinical Performance ◽  
Maslach Burnout Inventory ◽  
Job Burnout ◽  
Objective Structured Clinical Examination ◽  
Measurement Instruments ◽  
Potential Threat ◽  
Cross Sectional ◽  
Interns And Residents

Medical education faces challenges concerning job burnout and emotional labor among junior physicians, which poses a potential threat to the quality of medical care. Although studies have investigated job burnout and emotional labor among physicians, empirical research on the association between job burnout, emotional labor, and clinical performance is lacking. This study investigated the effects of job burnout and emotional labor on clinical performance by using the objective structured clinical examination (OSCE) scores of interns and residents. Specifically, this cross-sectional study utilized the Maslach Burnout Inventory and the Emotional Labor Questionnaire as measurement instruments. A total of 225 interns and residents in central Taiwan answered structured questionnaires before beginning their OSCE. The major statistical analysis method employed was logistic regression. After adjustment for covariates, first-year residents were less likely than other residents to obtain high OSCE scores. The odds of high OSCE performance among interns and residents with high interaction component scores in emotional labor were significantly higher than those with low interaction scores. A high score in the interaction dimension of emotional labor was associated with strong clinical performance. The findings suggest that interventions which motivate positive attitudes and increase interpersonal interaction skills among physicians should receive higher priority.

Impact of test anxiety on pharmacy students’ performance in Objective Structured Clinical Examination: a cross-sectional survey

2017 ◽  
Vol 26 (2) ◽  
pp. 191-194 ◽  
Author(s):  
Muhammad A. Hadi ◽  
Majid Ali ◽  
Abdul Haseeb ◽  
Mahmoud M.A. Mohamed ◽  
Mahmoud E. Elrggal ◽  
...  
Keyword(s):  
Test Anxiety ◽  
Clinical Examination ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
Cross Sectional Survey ◽  
Cross Sectional

scholarly journals Self-reported Confidence of the Dental Faculty Participants of “Training Workshop on Objective Structured Clinical Examination (OSCE)”

2020 ◽  
Vol 8 (1) ◽  
pp. 34-39
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Nitasha Sharma
Keyword(s):  
Clinical Examination ◽  
Clinical Skills ◽  
Health Professions ◽  
Assessment Tools ◽  
Objective Structured Clinical Examination ◽  
Demographic Information ◽  
Training Workshop ◽  
Medical Sciences ◽  
Course Content ◽  
Structured Questionnaire

Background and Objectives: Objective Structured Clinical Examination (OSCE) is one of the assessment tools used to assess the clinical skills. Health Professions Training Committee (HPTC), Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal organized 2-days Training Workshop on OSCE in Feb 13-14, 2020 for dental faculty. The objective of this study was to assess the feedback of the participants of training workshop on OSCE and their self-reported confidence using retro-pre-questionnaire. Material and methods: The feedback was taken on the pretested semi-structured questionnaire comprised of four parts: A. Demographic Information, B. Overall feedback on the training workshop- (closed-ended questions), C. Feedback on specific sessions conducted in the training workshop on retro-pre-questionnaire and D. Feedback on good points/strengths of the raining workshop and areas for improvement- (open-ended questions). Analysis was done with SPSS-21. Results: The rating of the participants on training workshop for usefulness, course content of training, relevance of session & content, facilitation and overall was notable. Participants’ self-reported confidence remarkably enhanced after participation in the training workshop(before vs after)on all four skills; develop blueprint for the assessment (1.33±0.5 vs 3.33±0.50), develop blueprint and test map for OSCE (1.22±0.44 vs 3.11±0.33), develop OSCE station (33±0.70 vs 3.67±0.50) and conduct OSCE examination (1.22±0.67 vs 3.33±0.50). Participants stated “the training workshop was interactive and participatory” and suggested to include more dental related tasks in training. Conclusion: Overall the feedback of the participants was positive and noteworthy. Participants’ self-reported confidence remarkably enhanced after participation in the training workshop.

scholarly journals Five years after commencing the objective structured clinical examination: are we getting it right? Medical students’ assessment as the measuring index

2020 ◽  
Vol 20 (2) ◽  
pp. 960-965
Author(s):  
Stanley Ukadike Okugbo ◽  
Peter Agbonrofo ◽  
Omorodion Irowa
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
The Self ◽  
Objective Structured Clinical Examination ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Main Method ◽  
Clinical Reality ◽  
Clinical Scenarios ◽  
Self Administered Questionnaire

Introduction: The aim of this study was to assess our use of OSCE from the perception of final year medical students. Materials and methods: This is a cross sectional survey of final year medical students undergoing the final examination in Surgery. All 102 medical students in the class were given the self-administered questionnaire to fill. The data were collated into excel spreadsheets and analysed using the SPSS version 21. Results: A total of 79 completed questionnaires were retrieved (return rate of 78%). All the students knew about and had participated previously in OSCE, 94.9% accorded the OSCE fair. 76(93.2%) wanted the examination as the main method of clinical assessment, 38(46.6%) had adequate preparation. In terms of the OSCE stations not mirroring real clinical scenarios, 38(48.1%) disagreed, and 26(20.5%) strongly disagreed. 34(43%) disagreeing that the logistics was poor. The students rating of the OSCE, on a scale of 1 - 10, gave a mean score of >8 for spread of the OSCE stations, detail of the questions and objectivity of the examination. The nearness to clinical reality was rated as 7.52 with artificiality of the stations rated as 4.12. Conclusion: The OSCE has gained acceptance amongst final year medical students. Keyword: Clinical examination; medical students assessment; measuring index.

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