Abstract. Providing quality training for future medical specialists is an urgent problem of our time. The state program for reforming the medical sphere requires educational institutions to train specialists who possess not only a high level of theoretical knowledge, but also a qualified level of practical skills, communicative properties. The article analyzes in detail the experience of implementing an objective structured exam (OSСЕ) to assess the knowledge and skills of interns on the stage of final certification in the specialty "Infectious Diseases", which was held at the Department of Infectious Diseases and Epidemiology of Ivano-Frankivsk National Medical University in 2019 and 2020. In percentage terms, the exam performance was as follows: “excellent” - 11.1%, “good” - 88.8%. Criteria for the effectiveness and objectivity of the system for assessing practical and communicative skills in the OSСЕ system are determined. The role of OSСЕ in the assessment system in medical education is described. The technique of the exam at the Department of Infectious Diseases and Epidemiology is described in detail. The expediency of introducing OSСЕ for conducting state certification of specialists has been proved. To evaluate the results, a descriptive-analytical method was used.
Conclusions are drawn and directions for further improving the methodology for conducting and preparing for OSСЕ and improving the methodology for its assessment are identified. According to the results of OSKI conducted by interns in the specialty "Infectious Diseases" at the Department of Infectious Diseases and Epidemiology, in order to optimize the examination at the preparation stage, it was decided: to form examination booklets with a sufficient database, start preparing for the exam already in the first year of training of interns paying more attention training communication skills, examination algorithms, treatment, emergency care; to evaluate the intermediate certification of interns after each thematic section using a structured exam technique; to improve the station assessment system for a more thorough differentiation of the result.
It is worth noting that during the exam at one of the stations, most future specialists had low results of passing the skills, therefore, at a meeting of the department, it was decided to carefully review the tasks of this station and make appropriate adjustments.
Тhe use of structured response algorithms by the examiner helps to increase the reliability of the assessment, and therefore, the impartiality and objectivity of the exam and it is the objectivity of the assessment of the exam that depends on its structure (number of stations, questions).
So compared with the traditional version of clinical trials, OSKI has many positive advantages. OSKI is a reliable and impartial exam, the main purpose of which is to standardize the tasks for the examinees, which increases the commitment of the examinees because it completely eliminates the fact of the "unfortunate task". During the OSKI, not only the level of theoretical knowledge was evaluated, but also the competence of future specialists in the application of the knowledge and practice was tested. Without applying theoretical knowledge to analytical skills by interns, it is impossible to actually complete a practical task, interpret the results of the examination, establish a diagnosis, etc. A positive point is that due to the presence on the OSKI of question and answer algorithms, teachers adhere to established rules and assessment standards, can fairly evaluate the intern during a practical skill and minimize the subjective influence of the examiner on the evaluation process of the intern.
Experience of Online Learning the Elective Course “Competency-Based Approach in Pharmacy Education” in Bogomolets National Medical University