Assessment of First-year Veterinary Students' Communication Skills Using an Objective Structured Clinical Examination: The Importance of Context

2012 ◽  
Vol 39 (3) ◽  
pp. 304-310 ◽  
Author(s):  
Kent G. Hecker ◽  
Cindy L. Adams ◽  
Jason B. Coe
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Veterinary Students

scholarly journals An objective structured clinical examination to assess the communication skills of students

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Z Bekbergenova ◽  
G Derbissalina ◽  
A Umbetzhanova ◽  
G Alibekova ◽  
G Mauletbayeva ◽  
...  
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Professional Competence ◽  
Communicative Competence ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Clinical Exam ◽  
Objective Structured Clinical Exam

Abstract Background Communicative competence is one of the important components of professional competence that needs to be developed in the process of training future doctors. Methods At the end of the study of the “General Practice” module, students of the 5th year of the specialty General Medicine must pass a two-stage exam consisting of comprehensive testing and acceptance of practical skills of an objective structured clinical exam (OSKE) with the participation of volunteers. Students, who passed the exam, anonymously filled out the questionnaire on the evaluation of the organization of the OSKE with volunteers and their communication skills. Results The analysis of the questionnaires showed that 4% of the students noted the unfriendliness of the volunteers, 27% wrote that it was difficult to engage with the volunteers in the collection of the anamnesis, 2% of the students, unfortunately, had never before encountered a similar situation. 12% of students who passed the exam wished to improve the communication skills of the volunteers themselves, for example, they advised to speak louder, not to ask unnecessary and unnecessary questions, to get more real in the role of the patient. Only 10% of examinees decided that OSKE did not develop their communication skills; 24% noted individual stations, which caused them some difficulties. However, the students themselves acknowledged their poor preparedness, including during communication with standardized patients. Conclusions The analysis of the questionnaires showed that the students themselves are self-critical of their communication skills and recognize the need for their continuous improvement. Key messages The student’s communicative competence can be assessed by conducting an objective structured clinical examination. Conducting an objective structured clinical examination with volunteers can improve the communicative competence of students.

scholarly journals The Acute Dialysis Orders Objective Structured Clinical Examination (OSCE)

2019 ◽  
Vol 14 (9) ◽  
pp. 1346-1354 ◽  
Author(s):  
Lisa K. Prince ◽  
Robert Nee ◽  
Christina M. Yuan ◽  
Keyword(s):  
Clinical Examination ◽  
Medical Knowledge ◽  
Dialysis Initiation ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Kidney Replacement Therapy ◽  
Life Threatening ◽  
Second Year ◽  
Maintenance Dialysis ◽  
Competency Assessments

Background and objectivesAcute kidney replacement therapy (KRT) prescription is a critical nephrology skill. We administered a formative objective structured clinical examination (OSCE) to nephrology fellows to assess acute KRT medical knowledge, patient care, and systems-based practice competencies.Design, setting, participants, & measurementsProspective cohort study of an educational test using the unified model of construct validity. We tested 117 fellows: 25 (four programs) in 2016 and 92 (15 programs) in 2017; 51 first-year and 66 second-year fellows. Using institutional protocols and order sets, fellows wrote orders and answered open-ended questions on a three-scenario OSCE, previously validated by board-certified, practicing clinical nephrologists. Outcomes were overall and scenario pass percentage and score; percent correctly answering predetermined, evidence-based questions; second-year score correlation with in-training examination score; and satisfaction survey.ResultsA total of 76% passed scenario 1 (acute continuous RRT): 92% prescribed a ≥20 ml/kg per hour effluent dose; 63% estimated clearance as effluent volume. Forty-two percent passed scenario 2 (maintenance dialysis initiation); 75% correctly prescribed 3–4 mEq/L K+ dialysate and 12% identified the two absolute, urgent indications for maintenance dialysis initiation (uremic encephalopathy and pericarditis). Six percent passed scenario 3 (acute life-threatening hyperkalemia); 20% checked for rebound hyperkalemia with two separate blood draws. Eighty-three percent correctly withheld intravenous sodium bicarbonate for acute hyperkalemia in a nonacidotic, volume-overloaded patient on maintenance dialysis, and 32% passed overall. Second-year versus first-year fellow overall score was 44.4±4 versus 42.7±5 (one-tailed P=0.02), with 39% versus 24% passing (P=0.08). Second-year in-training examination and OSCE scores were not significantly correlated (r=0.15; P=0.26). Seventy-seven percent of fellows agreed the OSCE was useful in assessing “proficiency in ordering” acute KRT. Limitations include lack of a validated criterion test, and unfamiliarity with open-ended question format.ConclusionsThe OSCE can provide quantitative data for formative Accreditation Council for Graduate Medical Education competency assessments and identify opportunities for dialysis curriculum development.PodcastThis article contains a podcast at https://www.asn-online.org/media/podcast/CJASN/2019_08_08_CJASNPodcast_19_09_.mp3

An Objective Structured Clinical Examination of Communication Skills for Child Neurology Residents

2021 ◽  
Vol 114 ◽  
pp. 68-74 ◽  
Author(s):  
Dara V.F. Albert ◽  
Margie Ream ◽  
Nicole Verbeck ◽  
Todd Lash ◽  
Pedro Weisleder
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Child Neurology

scholarly journals Design of a nursing objective structured clinical examination of a first-year clinical practice program

2020 ◽  
Vol 54 ◽  
Author(s):  
Cristina Castro-Yuste ◽  
María Jesús Rodríguez-Cornejo ◽  
María José García-Cabanillas ◽  
María de Carmen Paublete-Herrera ◽  
Juan Carlos Paramio-Cuevas ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Learning Outcomes ◽  
Clinical Examination ◽  
Vital Signs ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Care Plans ◽  
Clinical Nursing ◽  
Assessment And Monitoring ◽  
Clinical Cases

ABSTRACT Objective: The aim of the present study was to design a content-valid nursing objective structured clinical examination attending a first-year clinical nursing practice program. Method: The examination was designed following a procedure based on the consensus of experts which was comprised of three phases: selection of the activities in which students should be competent according to the learning outcomes of the course, clinical case design, and integration of the clinical cases designed into the stations of the test. Results: Of the 44 surveys submitted for the design of the stations, 37 were answered, of which 31 respondents met the inclusion criteria of the panel of experts. The activities on which the experts reached the highest degrees of consensus were: basic physical assessment and monitoring of vital signs, assessment of hygiene and skin status, ability to develop care plans, management of safety principles in administration of medication and administration of oral medication. Based on the selected activities, the experts developed 20 clinical cases, from which a four-station nursing objective structured clinical examination was designed. Conclusion: The structured methodology based on the design of experts enabled the design of a content-valid objective structured clinical examination appropriate for the evaluation of the learning outcomes achieved by the students attending a clinical practice program.

scholarly journals The Study on the General Medical Students’ Clinical Competency in Problem Solving, Communication Skills, Procedure, History and Physical Examination and Critical and Non-Critical Indicators in Objective Structured Clinical Examination (OSCE)

2021 ◽  
Author(s):  
Haniye Mastour ◽  
Ali Emadzadeh ◽  
AmirAli Moodi Ghalibaf
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Clinical Examination ◽  
Clinical Education ◽  
Teaching And Learning ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Clinical Competency ◽  
Medical Sciences ◽  
Cross Sectional

Abstract Introduction: Clinical education is the basic pillar and heart of medical education. In fact, it is one of the most important manifestations of teaching and learning in professions related to medical sciences, which leads to the clinical competency of learners. Assessing new physicians before entering the field of clinical activities can be a reliable criterion for evaluating the quality of their clinical skills.The current study was done to investigate the knowledge, practice, and general clinical competency of general medicine graduates before entering the field of clinical activities. The study was in line with according to the document of the minimum competency expected from general practitioners in Iran. Methods In this descriptive cross-sectional study, the scores of different stations of the national Objective Structured Clinical Examination (OSCE), which be held at the end of the general medicine course in Iran, were collected at Mashhad University of Medical Sciences. These scores were subdivided into four specific areas and two critical and non-critical indicators of capability were gathered from the exam assessors' checklists. Totally, 266 students who participated in six periodicities of clinical competency tests at the end of the general medicine course at Mashhad University of Medical Sciences were included in the study by the census method. The clinical competency of general medicine graduates assessed in the areas of problem-solving, communication skills, practical action (procedures and critical skills), taking the history, performing physical examinations, and critical and non-critical indicators by the OSCE. Data were analyzed using descriptive statistics (frequency, mean and standard deviation) and inferential statistics including independent t-test, one-way and two-way analysis of variance by using SPSS. Results The results showed that the effect of different areas of the OSCE (F(3,5652) = 7.022 and P = 0.001) and participants' performance based on their critical and non-critical indicators (T = 1.976 and P = 0.04) are significant with 95% confidence interval. Conclusion The OSCE improves the standards of clinical competencies of new physicians and can make beneficial changes in clinical education at medical schools.

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