scholarly journals Analisis Kecemasan Mahasiswa Kedokteran saat Menghadapi Objective Structured Clinical Examination (OSCE)

2019 ◽  
Author(s):  
Naufal Wildan Askandar
Keyword(s):  
Clinical Examination ◽  
Clinical Stage ◽  
Educational Process ◽  
Objective Structured Clinical Examination ◽  
Student Anxiety ◽  
Skills Lab ◽  
Comprehensive Exam

Anxiety normally occurs in life, but anxiety can become abnormal if the response to the stimulus is excessive. In student, anxiety affects the educational process. OSCE is a part of comprehensive exam that examine medical skills of the students who will enter their clinical stage. Although this exam is similiar like skills lab exam but the matters of exam is more complex and the setting of exam is different too, so these situations cause anxiety in students toward OSCE. OSCE is a clinical examination to test students’ skill. Students have to demonstrate skill possessed by the different conditions and examined by a particular examiners. The condition potentially the students suffering of anxiety in which symptoniced by phsichologies as students’ scared, felt nervous insecure. Impacts of anxiety caused reduction of students’ skill in pursuing their tasks thereby get the bad result.

scholarly journals Hubungan Tingkat Kecemasan dalam Menghadapi Objective Structured Clinical Examination (OSCE) dengan Kelulusan OSCE pada Mahasiswa Fakultas Kedokteran Universitas Andalas

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Dinda Putri Amir ◽  
Detty Iryani ◽  
Laila Isrona
Keyword(s):  
Rating Scale ◽  
Clinical Stage ◽  
Total Sample ◽  
Educational Process ◽  
Anxiety Level ◽  
Objective Structured Clinical Examination ◽  
Student Anxiety ◽  
Skills Lab ◽  
Level Of Significance ◽  
Hamilton Rating Scale

AbstrakKecemasan adalah normal terjadi dalam kehidupan, namun kecemasan dapat menjadi abnormal jika respons terhadap stimulus berlebihan. Pada mahasiswa, kecemasan berpengaruh terhadap proses pendidikan. OSCE merupakan salah satu bagian dari ujian komprehensif yang menguji keterampilan medis mahasiswa yang akan memasuki kepaniteraan klinik. Ujian ini hampir sama dengan ujian skills lab, tapi materi ujian lebih banyak dan setting ujian juga berbeda sehingga situasi tersebut menimbulkan kecemasan pada mahasiswa menjelang OSCE. Tujuan penelitian ini adalah menentukan hubungan tingkat kecemasan dalam menghadapi OSCE dengan kelulusan OSCE pada mahasiwa FK Unand. Jenis penelitian ini adalah deskriptif analitik dengan sampel sebanyak 34 orang. Data diperoleh melalui wawancara kepada peserta OSCE menggunakan kuesioner Hamilton Rating Scale for Anxiety (HRS-A) dan Bagian Akademik FK Unand yang selanjutnya dianalisis melalui uji korelasi Gamma dan Somers’d. Hasil penelitian ini didapatkan nilai koefisien korelasi (r) sebesar -0,106 dan nilai signifikansi p>0,05. Berdasarkan hasil penelitian dapat disimpulkan bahwa tidak terdapat hubungan yang bermakna antara tingkat kecemasan dalam menghadapi OSCE dengan kelulusan OSCE pada mahasiwa FK Unand.Kata kunci: kecemasan, ujian, OSCE, HRS-A AbstractAnxiety normally occurs in life, but anxiety can become abnormal if the response to the stimulus is excessive. In student, anxiety affects the educational process. OSCE is a part of comprehensive exam that examine medical skills of the students who will enter their clinical stage. Although this exam is similiar like skills lab exam but the matters of exam is more complex and the setting of exam is different too, so these situations cause anxiety in students toward OSCE. The objective of this study was to determine the correlation between anxiety level in facing OSCE to students’ graduation of OSCE in Faculty of Medicine Andalas University. This study was a descriptive analytical and total sample of 34 people. Data were collected through interviewing the students use the questionnaire of Hamilton Rating Scale for Anxiety (HRS-A) and Academic Department of Faculty of Medicine Andalas University. It was analyzed by Gamma and Somerd’s correlation test. The result of this study found a correlation coefficient (r) is -0,106 and level of significance (p) >0,05.  Based on the result, it can be concluded  that there is no correlation between anxiety level in facing OSCE with students’ graduation of OSCE in Faculty of Medicine Andalas University.Keywords: anxiety, exam, OSCE, HRS-A

scholarly journals Objective structured clinical examination in physiotherapy teaching: a systematic review

2019 ◽  
Vol 32 ◽  
Author(s):  
Aline Moreira Ribeiro ◽  
Alcindo Antônio Ferla ◽  
Juleimar Soares Coelho de Amorim
Keyword(s):  
Latin American ◽  
Clinical Examination ◽  
Professional Competence ◽  
Teaching Method ◽  
Clinical Skills ◽  
Scientific Evidence ◽  
Health Sciences ◽  
Educational Process ◽  
Objective Structured Clinical Examination ◽  
Methodologic Quality

Abstract Introduction: Problems related to the clinical abilities of physiotherapy students are not always identified throughout the educational process and might only be observed when these future professionals have to treat patients. The Objective Structured Clinical Examination (OSCE) includes a problematization approach and can be used in Health Sciences teaching to help this identification before internship practices. However, there are few studies on its use in Physiotherapy. Objective: To gather evidence of the OSCE use to evaluate clinical abilities in Physiotherapy teaching. Method: Articles published from 2000 to 2016 were surveyed in the Biblioteca Virtual em Saúde (BVS) (Virtual Health Library), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME) (Latin-American and Caribbean Health Sciences Information Center), PubMed, Scielo and Web of Science, using the descriptors “educational assessment”, “assessment methods”, “objective structured clinical examination”, “clinical competence”, “professional competence”, “clinical skills”, “student competence”, “student skills”, “physiotherapy” and the Booleans “OR” and “AND”. Results: The initial number of identified publications was 3,242. From these, seven were included in this review. Two studies were developed in Brazil, four in Australia and one in Canada. The studies were scored 7 to 12 regarding methodologic quality, and 1B and 2B regarding scientific evidence. Conclusion: Students’ clinical abilities were grouped into three classes: cognitive, psychomotor and affective, and four studies described their use. There is very little evidence of the use of OSCE, but the instrument can be applied to evaluate skills and competences in Physiotherapy teaching.

Objective Structured Clinical Examination (OSCE) als kompetenz­orientiertes Prüfungsinstrument in der pflegerischen Erstausbildung

Pflege ◽  
2016 ◽  
Vol 29 (4) ◽  
pp. 193-203 ◽  
Author(s):  
Angelika Beyer ◽  
Adina Dreier ◽  
Stefanie Kirschner ◽  
Wolfgang Hoffmann
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination

Zusammenfassung. Hintergrund: Aufgrund der demografischen und epidemiologischen Entwicklung wird die Vermittlung adäquater pflegerischer Kompetenzen in der pflegerischen Ausbildung zunehmend diskutiert. Kompetenzen sind in den Examina angemessen zu überprüfen. Hierfür haben sich international OSCEs bewährt. Ziel: Ziel der vorliegenden Analyse war die Ermittlung von Kompetenzen, die in pflegerischen Erstausbildungen mit OSCEs überprüft werden. Methodik: In internationalen Datenbanken wurden einschlägige Publikationen recherchiert. Analyse-Einschlusskriterium war die Nennung mindestens einer überprüften Kompetenz. Die Kompetenzen wurden – in Anlehnung an den «Fachqualifikationsrahmen Pflege für die hochschulische Bildung» – nach Wissen, Fertigkeiten und Haltung kategorisiert. Ergebnisse: 36 Artikel erfüllten das Einschlusskriterium. Relevante Studien stammen mehrheitlich aus Großbritannien (UK), Kanada und Australien. Es wurden insgesamt n = 166 Kompetenzen in allen Kategorien identifiziert, die anhand verschiedener Methoden gemessen wurden. Am häufigsten wurden Fertigkeiten überprüft. Dabei wurde der sichere Umgang mit Medikamenten am häufigsten thematisiert. Weitere wichtige Themen waren die Kommunikationskompetenz in Bezug auf PatientInnen und die Fähigkeit zur Selbsteinschätzung. Diskussion: Es werden sehr unterschiedliche Kompetenzen mit differenten Formaten per OSCE gemessen. OSCE ermöglichen eine Überprüfung sowohl auf individueller als auch institutioneller Ebene, also sowohl für die Lehre als auch das Gelernte. Weiterer Forschungsbedarf wird festgestellt.

Kesiapan Dosen Dalam Pelaksanaan Uji Objective Structured Clinical Examination (Osce) Program Studi D3 Keperawatan

2018 ◽  
Vol 16 (1) ◽  
pp. 53
Author(s):  
Bejo Danang Saputra
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Clinical Examination ◽  
Comparative Method ◽  
Group Discussion ◽  
Objective Structured Clinical Examination ◽  
Constant Comparative Method ◽  
Constant Comparative

Perencanaan pengembangan uji kompetensi perawat Indonesia akan dikembangkan  dengan metode OSCE.. Pelaksanaan uji OSCE membutuhkan persiapan yang matang, terutama kesiapan sumber daya manusia (SDM) dalam hal ini adalah dosen untuk melaksanakan uji OSCE. Mengetahui kesiapan SDM dalam pengembangan uji OSCE di Prodi D3 Keperawatan Sekolah Tinggi Ilmu Kesehatan (STIKES) Al-Irsyad Al-Islamiyyah Cilacap. Desain penelitian yang digunakan adalah kualitatif dengan rancangan studi kasus. Informan penelitian adalah 6 orang dosen dan Kepala Program Studi D3 keperawatan. Data diperoleh melalui, focus group discussion, wawancara mendalam dan studi dokumentasi. Data kemudian dianalisis dengan menggunakan constant comparative method. Penelitian menunjukan bahwa pengetahuan dosen tentang OSCE dan kompetensi berdasarkan pendidikan memenuhi persyaratan untuk pengembangan uji OSCE, namun masih membutuhkan pelatihan mengenai OSCE. Uji OSCE dapat diselenggarakan dengan melibatkan dosen dari prodi lain karena jumlah dosen di Prodi D3 Keperawatan  STIKES Al-Irsyad Al-Islamiyyah Cilacap belum memenuhi kebutuhan pelaksanaan uji OSCE. Hambatan penyelenggaraan OSCE adalah SDM belum terkoordinasi, belum terlatih dan keterbatasan sarana pendukun. Pengetahuan dan kompetensi dosen berdasarkan tingkat pendidikan memenuhi syarat dalam pengembangan OSCE dan OSCE dapat diselenggarakan dengan melibatkan dosen prodi lain.

The use of the objective structured clinical examination (OSCE) in a practice-based health discipline: Academic and student experience in paramedicine

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Andy Bell ◽  
Jennifer Kelly ◽  
Peter Lewis
Keyword(s):  
Clinical Examination ◽  
Best Practice ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Reliability And Validity ◽  
Specific Area ◽  
Training Model ◽  
Objective Structured Clinical Examination ◽  
Evidence Based ◽  
Effective Measure

Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia.  With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance.  The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed.  However, all data was non identifiable at time of data collection.  Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.

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