scholarly journals OSCE 3D: a virtual clinical skills assessment tool for coronavirus pandemic times

2020 ◽  
Author(s):  
Alexandre Loureiro Faria ◽  
Anne Carolinne Bezerra Perdigão ◽  
Edgar Marçal ◽  
Marcos Kubrusly ◽  
Raquel Autran Coelho Peixoto ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Clinical Skills ◽  
Simulation Software ◽  
Free Access ◽  
Interactive Simulation ◽  
Three Dimension ◽  
Undergraduate Medical Students ◽  
Clinical Skills Assessment ◽  
Informed Consent Form ◽  
System Usability Scale

Abstract Background : In pandemic times where the “lockdown strategy” has been adopted, the use of innovations using technological resources such as the creation of instruments that can replace traditional teaching-learning methods in the training of health professionals is essential. The aim of this study was to develop and evaluate the usability of a realistic interactive simulation computer system using three-dimensional imaging technology and virtual reality with free-access computational tools available on the web. Methods : the development of a prototype (OSCE 3D) was based on the steps used for the construction of simulation software of a "Serious Game". An experimental phase was carried out to assess usability, through a questionnaire based on the System Usability Scale. The study was approved by the Research Ethics Committee of the institution and all patients signed the Informed Consent Form. Results : a total of 39 undergraduate medical students from the 6th semester of a private university center of northeast do Brazil voluntarily participated in the evaluation of the OSCE 3D. The usability evaluation presented a mean score of 75.4 with a margin of error of 3.2, considered a good usability according to the literature. Conclusions : this work allowed the development of a low-cost prototype, using a three-dimension realistic simulation system for OSCE assessment stations. This product, even in the prototype phase, showed good usability.

scholarly journals OSCE 3D: uma ferramenta virtual de avaliação de habilidades clínicas para tempos de pandemia de coronavírus

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Alexandre Loureiro Faria ◽  
Anne Carolinne Bezerra Perdigão ◽  
Edgar Marçal ◽  
Marcos Kubrusly ◽  
Raquel Autran Coelho Peixoto ◽  
...  
Keyword(s):  
Clinical Skills ◽  
Educational Games ◽  
Simulation Software ◽  
Northeastern Brazil ◽  
Free Access ◽  
Interactive Simulation ◽  
Three Dimension ◽  
Undergraduate Medical Students ◽  
Informed Consent Form ◽  
System Usability Scale

Abstract: Introduction: In pandemic times, in which the “lockdown strategy” has been adopted, the use of innovations using technological resources such as the creation of instruments that can replace traditional teaching-learning methods in the training of health professionals is essential. Objective: the aim of this study was to develop and evaluate the usability of a realistic interactive simulation computer system using three-dimensional imaging technology and virtual reality with free-access computational tools available on the web. Methods: the development of a prototype (OSCE 3D) was based on the steps used for the construction of a “Serious Game” simulation software. The free-access version of the Unity Editor 3D platform (Unity Technologies, version 2018), used for developing educational games, the software GNU Image Manipulation Program (GIMP, version 2.10.12), Blender (version 2.79) and MakeHuman (version 1.1.1) were utilized for creating textures and building models of the 3D environments. An experimental phase was carried out to assess usability, through a questionnaire based on the System Usability Scale. The study was approved by the Research Ethics Committee of the institution and all participants signed the Informed Consent Form. Results: a total of 39 undergraduate medical students attending the 6th semester of a private university center of northeastern Brazil voluntarily participated in the evaluation of the OSCE 3D. The usability evaluation resulted in a mean score of 75.4 with a margin of error of 3.2, which is considered a good usability score according to the literature. Conclusions: this study allowed the development of a low-cost prototype, using a three-dimension realistic simulation system for clinical skills assessment. This product, even in the prototype phase, showed good usability.

scholarly journals OSCE 3D: a virtual clinical skills assessment tool for coronavirus pandemic times

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Alexandre Loureiro Faria ◽  
Anne Carolinne Bezerra Perdigão ◽  
Edgar Marçal ◽  
Marcos Kubrusly ◽  
Raquel Autran Coelho Peixoto ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Clinical Skills ◽  
Educational Games ◽  
Simulation Software ◽  
Northeastern Brazil ◽  
Skills Assessment ◽  
Free Access ◽  
Clinical Skills Assessment ◽  
Informed Consent Form ◽  
System Usability Scale

Abstract: Introduction: In pandemic times, in which the “lockdown strategy” has been adopted, the use of innovations using technological resources such as the creation of instruments that can replace traditional teaching-learning methods in the training of health professionals is essential. Objective: the aim of this study was to develop and evaluate the usability of a realistic interactive simulation computer system using three-dimensional imaging technology and virtual reality with free-access computational tools available on the web. Methods: the development of a prototype (OSCE 3D) was based on the steps used for the construction of a “Serious Game” simulation software. The free-access version of the Unity Editor 3D platform (Unity Technologies, version 2018), used for developing educational games, the software GNU Image Manipulation Program (GIMP, version 2.10.12), Blender (version 2.79) and MakeHuman (version 1.1.1) were utilized for creating textures and building models of the 3D environments. An experimental phase was carried out to assess usability, through a questionnaire based on the System Usability Scale. The study was approved by the Research Ethics Committee of the institution and all participants signed the Informed Consent Form. Results: a total of 39 undergraduate medical students attending the 6th semester of a private university center of northeastern Brazil voluntarily participated in the evaluation of the OSCE 3D. The usability evaluation resulted in a mean score of 75.4 with a margin of error of 3.2, which is considered a good usability score according to the literature. Conclusions: this study allowed the development of a low-cost prototype, using a three-dimension realistic simulation system for clinical skills assessment. This product, even in the prototype phase, showed good usability.

scholarly journals Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

2021 ◽  
Vol 15 (8) ◽  
pp. 2370-2374
Author(s):  
Saba Pario ◽  
Shaista Bashir Anwar ◽  
Zafar Haleem Baloch ◽  
Saira Ghafoor ◽  
Shazia Aftab ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Tool Material ◽  
P Value ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

scholarly journals Mini-CEX Sebagai Metode Penilaian Keterampilan Klinis Mahasiswa Program Pendidikan Kepaniteraan Klinik Fakultas Kedokteran Universitas Gadjah Mada - Studi Pendahuluan

2012 ◽  
Vol 1 (2) ◽  
pp. 36
Author(s):  
Reza M. Munandar ◽  
Yoyo Suhoyo ◽  
Tridjoko Hadianto
Keyword(s):  
Internal Medicine ◽  
Direct Observation ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Minimum Amount ◽  
Skills Assessment ◽  
Clinical Skills Assessment ◽  
Good For ◽  
Core Clerkship

Background: Mini-CEX was developed to assess clinical skills by direct observation. Mini-CEX as a clinical skills assessment tool had to fulfill four requirements: validity, reliability, effects on students, and practicality. The purpose of this study is to understand validity, reliability, and feasibility of Mini-CEX as a clinical skills assessment tool in medical core clerkship program at Faculty of Medicine Universitas Gadjah Mada.Method: Seventy four clerkship students from Internal Medicine and 42 clerkship students from Neurology Department were asked to do an observed Mini-CEX encounter for minimum amount of four in Internal Medicine and two in Neurology Department in the period of September 2010 to January 2011. The validity was analyzed with Kruskal-Wallis method for Internal Medicine, and Mann-Whitney Method for neurology Department, reliability was analyzed based on G coefficient, and feasibility was analyzed using descriptive statistic.Results: Mini-CEX’s validity is shown by p < 0,001 in Internal Medicine and p = 0,250 in Neurology Department, G coefficient for Internal Medicine and Neurology Department is 0,98 and 0,61 respectively. Feasibility in Internal Medicine and Neurology Department is 79,7 % and 100% respectively.Conclusion: Mini-CEX is valid and reliable in Internal Medicine but not in Neurology Department. Feasibility is good for both Internal Medicine and Neurology Department.

scholarly journals Impact of introduction of Mini-Clinical Evaluation Exercise in formative assessment of undergraduate medical students in pediatrics

2019 ◽  
Vol 6 (6) ◽  
pp. 2248
Author(s):  
Pankaj M. Buch
Keyword(s):  
Formative Assessment ◽  
Clinical Evaluation ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Data Gathering ◽  
Undergraduate Medical Students ◽  
Undergraduate Level ◽  
Evaluation Exercise ◽  
Systemic Process ◽  
Teaching Learning

Background: Student’s assessment is a systemic process of determining the extent to which the student has achieved the desired competency. Mini–Clinical Evaluation Exercise (Mini-CEX) is an assessment tool applicable in broad range of settings. Very little data is available in Indian settings about Mini-CEX in undergraduate. This study has been undertaken to understand its role in formative assessment.Methods: In this interventional study 47 students and 7 faculty of pediatrics participated. Students were assessed for two encounters of Mini-CEX. Assessment was as per Mini-CEX rating form followed by feedback.Results: Mean score range for different competency of data gathering were 1.76 to 2.5 during first mini-CEX and 4.38 to 5.14 during second Mini-CEX. Difference was significant (Cohen’s d >0.8). More than 90% of students felt that Mini-CEX is better way to assess clinical skills and would like to be assessed by Mini-CEX. One to one interaction was most important advantage felt about Mini-CEX. Though nearly all faculties felt that Mini-CEX is a better way for assessment half of them disagree to continue using it in future due to time constraints.Conclusions: In this study we found Impact of Mini-CEX in formative assessment is significant to improve clinical competency at undergraduate level. Improvement in Mini-CEX scores in consecutive encounter signifies its role even as Teaching Learning tool. Need to consider issues about its feasibility for Undergraduate level in settings with limited staff strength.

scholarly journals Experience and Challenges of Objective Structured Clinical Examination (OSCE): Perspective of Students and Examiners in a Clinical Department of Ethiopian University

2020 ◽  
Vol 30 (3) ◽  
Author(s):  
Getu Ataro ◽  
Solomon Worku ◽  
Tsedeke Asaminew
Keyword(s):  
Clinical Examination ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Descriptive Analysis ◽  
Shared Responsibility ◽  
Objective Structured Clinical Examination ◽  
Team Approach ◽  
Descriptive Phenomenology ◽  
Clinical Skills Assessment ◽  
Factors Affecting

BACKGROUND: Invented nearly half a century ago, Objective Structured Clinical Examination (OSCE) is overwhelmingly accepted clinical skills assessment tool and has been used worldwide for evaluating and teaching learners’ competences in health care disciplines. Regardless of factors affecting the attributes, OSCE is considered as reliable and powerful tool with certain validity evidences. In spite of its advantages and various promotion efforts, the progress of OSCE implementation in Ethiopian public universities has not been satisfactory. Therefore, the objective of this study was to explore the experience and challenges of OSCE implementation from the perspective of clinical year-II medical students and their examiners in Ob-Gyn Department of Jimma University.METHODS: Forty-nine students and seven examiners voluntarily participated in Ob-Gyn Department where OSCE has been used as one of summative assessment methods. Qualitative study design using structured open-ended questionnaire as a tool and descriptive phenomenology as underpinning method were employed. Collaizzi’s descriptive analysis was used as phenomenological analysis approach.RESULT: Poor organization, inadequate student preparation time, and inadequate number and duration of stations were thematically emerged as umbrellas of factors negatively affecting OSCE implementation. Satisfaction with OSCE was the only theme with findings that encourage OSCE implementation.CONCLUSION: There should be team approach, shared responsibility and proper planning among faculty to minimize hindering factors of OSCE implementation. Besides faculty development on OSCE, the department should improve skill lab utilization arranging schedule for both students and faculty members to increase guided students’ exposure to simulation-based learning and ultimately enhance OSCE implementation.

scholarly journals Introduction of structured physical examination skills to second year undergraduate medical students

F1000Research ◽  
2013 ◽  
Vol 2 ◽  
pp. 16 ◽  
Author(s):  
Rano M Piryani ◽  
P Ravi Shankar ◽  
Trilok P Thapa ◽  
Bal M Karki ◽  
Rishi K Kafle ◽  
...  
Keyword(s):  
Physical Examination ◽  
Skill Acquisition ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Undergraduate Medical Students ◽  
Step Method ◽  
Clinical Skills Assessment ◽  
Learning Techniques ◽  
Second Year ◽  
Teaching Learning

Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.

Sign in / Sign up

Export Citation Format

Share Document