Influence of standardized patient body habitus on undergraduate student performance in an Objective Structured Clinical Examination

2013 ◽  
Vol 36 (3) ◽  
pp. 240-244
Author(s):  
Vanda Yazbeck-Karam ◽  
Sola Aoun Bahous ◽  
Wissam Faour ◽  
Maya Khairallah ◽  
Nadia Asmar
Keyword(s):  
Student Performance ◽  
Clinical Examination ◽  
Undergraduate Student ◽  
Objective Structured Clinical Examination ◽  
Standardized Patient ◽  
Body Habitus

scholarly journals Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE)

2018 ◽  
Vol 9 (3) ◽  
pp. 14 ◽  
Author(s):  
Renee Dagenais ◽  
Shane A Pawluk ◽  
Daniel C Rainkie ◽  
Kyle Wilby
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Clinical Examination ◽  
Rank Order ◽  
Pharmacy Students ◽  
Competency Framework ◽  
Objective Structured Clinical Examination ◽  
Future Research ◽  
Reflective Journal ◽  
Students Attitudes

  Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework.  Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”.   Article Type: Case Study

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.

The Integration of Child Psychiatry into a Psychiatry Clerkship OSCE

1998 ◽  
Vol 43 (6) ◽  
pp. 614-618 ◽  
Author(s):  
Mark Hanson ◽  
Brian Hodges ◽  
Nancy McNaughton ◽  
Glenn Regehr
Keyword(s):  
Clinical Examination ◽  
Child Psychiatry ◽  
Psychiatry Clerkship ◽  
Objective Structured Clinical Examination ◽  
Standardized Patient ◽  
Educational Benefits ◽  
Child Psychiatrists

Objective: To integrate child psychiatry into a psychiatry clerkship Objective Structured Clinical Examination (OSCE). Method: Child psychiatry OSCE stations were designed to evaluate clerks' skills in the identification of 4 common conditions. Child psychiatrists wrote case scenarios and checklists and supported standardized patient (SP) training for these stations. A bank of 4 child psychiatry OSCE stations is now available for use in the psychiatry OSCE. Child psychiatry faculty have been trained as examiners for ongoing administration of this OSCE. Results: This bank of child psychiatry OSCE stations has examined 402 clerks. Mean student scores for content were 68% to 86% and for process were 69% to 76%. Station reliability and examiner feedback were acceptable. Conclusions: Child psychiatry has been successfully integrated into a psychiatry clerkship OSCE. Although the commitment in terms of monetary and faculty costs has been considerable, the accompanying educational benefits of such integration warranted this expense.

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.

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