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

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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Implementation of the Choosing Wisely Campaign at a Medical Clinic Internship

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v44.3-20190277.ing ◽

2020 ◽

Vol 44 (3) ◽

Author(s):

Dilton Rodrigues Mendonça ◽

Carolina Villa Nova Aguiar ◽

Liliane Lins-Kusterer ◽

Luis Cláudio Lemos Correia ◽

Adriane Veloso Andrade Vieira ◽

...

Keyword(s):

Clinical Examination ◽

Clinical Skills ◽

Choosing Wisely ◽

Objective Structured Clinical Examination ◽

Medical Clinic ◽

X Rays ◽

Theoretical Evaluation ◽

Campaign Strategies ◽

Asymptomatic Patients ◽

Teachers And Students

Abstract: Objective: to evaluate the implementation of the Choosing Wisely (CW) campaign strategies at a medical clinic internship. Methods: This interventional study involved internship teachers and students, using online questionnaires on the SurveyMonkey platform, and face-to-face activities. Using the Delphi technique, teachers identified three unnecessary situations that commonly occur in practice. The recommendations were grouped by frequency and subject, adapted to the CW format. A Likert scale was used to classify the specialists’ opinion aiming to obtain the final list of recommendations. Before the introduction of the CW campaign, we conducted an Objective Structured Clinical Examination (OSCE). Two groups of students were compared: one group that underwent the same OSCE evaluation before the implementation of the CW campaign (110), and another group that participated of all educational actions (n = 98). The CW campaign was implemented by developing educational actions using the recommendations during workshops, banners, and theoretical evaluation, in addition to an Objective Structured Clinical Examination (OSCE). Results: after grouping the recommendations, 24 items remained. The specialists selected eight recommendations by frequency, addressing unnecessary behaviors such as requesting multiple exams, overuse of non-hormonal anti-inflammatory drugs, the indication of digestive endoscopy in younger patients with dyspepsia, excessive chest X-rays in intensive care unit, prescribing antibiotic prophylaxis for longer than recommended, routine indication of allergic tests, inadequate initial screening for thyroid assessment, and spirometry in asymptomatic patients. The educational actions resulted in a process of awareness and discussion among the participants, evidenced by theoretical evaluation (> 95%), as well as in the OSCE, where the level of successes was higher in the exposed group when compared to the nonexposed group (p = 0.001). Conclusion: the implementation of the CW campaign improved the clinical skills of medical clinic internship students and allowed positive discussions about cost-consciousness in health.

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

Journal of Acupuncture Research ◽

10.13045/jar.2021.00122 ◽

2021 ◽

Vol 38 (3) ◽

pp. 219-226

Author(s):

Eunbyul Cho ◽

Ju-Hyun Lee ◽

O Sang Kwon ◽

Jiseong Hong ◽

Nam Geun Cho

Keyword(s):

Clinical Practice ◽

Undergraduate Students ◽

Clinical Examination ◽

Clinical Performance ◽

Clinical Skills ◽

Objective Structured Clinical Examination ◽

Simulated Patients ◽

Auricular Acupuncture ◽

Flipped Learning ◽

Acupuncture And Moxibustion

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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Medical students’ perception regarding objective structured clinical examination in Medical College, Chitwan

Journal of Chitwan Medical College ◽

10.3126/jcmc.v9i1.23786 ◽

2019 ◽

Vol 9 (1) ◽

pp. 52-60

Author(s):

Pratima Jaiswal ◽

Raj Kumar Mehta

Keyword(s):

Medical Students ◽

Undergraduate Students ◽

Clinical Examination ◽

Sampling Technique ◽

Learning Ability ◽

Objective Structured Clinical Examination ◽

Positive Perception ◽

Cross Sectional ◽

Medical College ◽

Medical Undergraduate

Background: Objective Structured Clinical Examination (OSCE) has been globally recognized as gold standard of performance based assessment that aids in evaluating the clinical competency of medical undergraduate students. Hence, it increases the confidence of students in their learning ability by helping them to identify areas of weakness and gaps in their competencies. This study was conducted to identify perception towards OSCE among medical students. Methods: A descriptive cross-sectional study design was adopted and a total 173 respondents were selected from MBBS 4th and 5th year of Chitwan Medical College by using probability stratified proportionate random sampling technique. Self-administered questionnaire with 5-point likert scale were used to collect the data. Descriptive and inferential statistics was used to analyze data. Results: About half of the Bachelor of Medicine and Bachelor of Surgery (MBBS) students had positive perception toward OSCE. There is significant association between the level of perception towards OSCE and year of study (p=0.002), choice of study MBBS (p=0.045) and evidenced based learning (p=0.041). Conclusions: Thus, optimum emphasis should be given on formulating OSCE guideline and orienting student about it and also organization should create environment to facilitate actual objective structured clinical examination in order to increase positive perception in our context.

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The OSCE-experiment at MEDUNSA

Curationis ◽

10.4102/curationis.v5i1.387 ◽

1982 ◽

Vol 5 (1) ◽

Cited By ~ 2

Author(s):

J.G.P. Van Niekerk ◽

S.A. Lombard

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Examination ◽

Clinical Skills ◽

Conventional Approach ◽

Objective Structured Clinical Examination ◽

Nursing Science ◽

Wide Range ◽

The University

The newly-established Department of Nursing Science at MEDUNSA had provisionally decided to use the conventional approach to the clinical examination of the ten pre-registration students on the B.Cur. course. During October 1981 Professor R. M. Harden, Professor in Medical Education, University of Dundee, Scotland, paid a lecture visit to MEDUNSA. In one lecture Professor Harden described a method used for examining clinical skills of medical students in the University of Dundee. It is called the Objective Structured Clinical Examination (OSCE). It consists of an examination in which a wide range of skills are evaluated through practical, written and oral methods of assessment.

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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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Implementação da Campanha Choosing Wisely no Internato de Clínica Médica

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v44.3-20190277 ◽

2020 ◽

Vol 44 (3) ◽

Author(s):

Dilton Rodrigues Mendonça ◽

Carolina Villa Nova Aguiar ◽

Liliane Lins-Kusterer ◽

Luis Cláudio Lemos Correia ◽

Adriane Veloso Andrade Vieira ◽

...

Keyword(s):

Clinical Examination ◽

Clinical Skills ◽

Choosing Wisely ◽

Objective Structured Clinical Examination ◽

Medical Clinic ◽

X Rays ◽

Theoretical Evaluation ◽

Campaign Strategies ◽

Asymptomatic Patients ◽

Teachers And Students

Abstract: Objective: to evaluate the implementation of the Choosing Wisely (CW) campaign strategies at a medical clinic internship. Methods: This interventional study involved internship teachers and students, using online questionnaires on the SurveyMonkey platform, and face-to-face activities. Using the Delphi technique, teachers identified three unnecessary situations that commonly occur in practice. The recommendations were grouped by frequency and subject, adapted to the CW format. A Likert scale was used to classify the specialists’ opinion aiming to obtain the final list of recommendations. Before the introduction of the CW campaign, we conducted an Objective Structured Clinical Examination (OSCE). Two groups of students were compared: one group that underwent the same OSCE evaluation before the implementation of the CW campaign (110), and another group that participated of all educational actions (n = 98). The CW campaign was implemented by developing educational actions using the recommendations during workshops, banners, and theoretical evaluation, in addition to an Objective Structured Clinical Examination (OSCE). Results: after grouping the recommendations, 24 items remained. The specialists selected eight recommendations by frequency, addressing unnecessary behaviors such as requesting multiple exams, overuse of non-hormonal anti-inflammatory drugs, the indication of digestive endoscopy in younger patients with dyspepsia, excessive chest X-rays in intensive care unit, prescribing antibiotic prophylaxis for longer than recommended, routine indication of allergic tests, inadequate initial screening for thyroid assessment, and spirometry in asymptomatic patients. The educational actions resulted in a process of awareness and discussion among the participants, evidenced by theoretical evaluation (> 95%), as well as in the OSCE, where the level of successes was higher in the exposed group when compared to the nonexposed group (p = 0.001). Conclusion: the implementation of the CW campaign improved the clinical skills of medical clinic internship students and allowed positive discussions about cost-consciousness in health.

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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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