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

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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Effect of a Formative Objective Structured Clinical Examination on the Clinical Performance of Undergraduate Medical Students in a Summative Examination: A Randomized Controlled Trial

Indian Pediatrics ◽

10.1007/s13312-019-1641-0 ◽

2019 ◽

Vol 56 (9) ◽

pp. 745-748 ◽

Cited By ~ 3

Author(s):

Nazdar Ezzaddin Alkhateeb ◽

Ali Al-Dabbagh ◽

Mohammed Ibrahim ◽

Namir Ghanim Al-Tawil

Keyword(s):

Randomized Controlled Trial ◽

Medical Students ◽

Clinical Examination ◽

Clinical Performance ◽

Controlled Trial ◽

Objective Structured Clinical Examination ◽

Undergraduate Medical Students ◽

Randomized Controlled

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A standardized patient clinical examination to assess clinical performance of medical students in an ambulatory‐care clerkship

Teaching and Learning in Medicine ◽

10.1080/10401339409539671 ◽

1994 ◽

Vol 6 (3) ◽

pp. 175-178 ◽

Cited By ~ 2

Author(s):

Gail E. Furman ◽

Lisa R. Ross ◽

Alberto Galofré ◽

Robert M. Heaney ◽

William C. Mootz

Keyword(s):

Medical Students ◽

Ambulatory Care ◽

Clinical Examination ◽

Clinical Performance ◽

Standardized Patient

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An Objective Structured Clinical Exam to Assess Semiology Skills of Medical Students

Acta Médica Portuguesa ◽

10.20344/amp.8407 ◽

2016 ◽

Vol 29 (12) ◽

pp. 819 ◽

Cited By ~ 4

Author(s):

Vitor Hugo Pereira ◽

Pedro Morgado ◽

Mónica Gonçalves ◽

Liliana Costa ◽

Nuno Sousa ◽

...

Keyword(s):

Medical Students ◽

Clinical Examination ◽

Objective Structured Clinical Examination ◽

Testing Time ◽

History Taking ◽

High Stakes ◽

School Of Medicine ◽

Validity Criterion ◽

Objective Structured Clinical Exam ◽

Objective Structured Clinical Examinations

Introduction: Mastery of history taking and physical exam skills is a key competence of medical students. Objective Structured Clinical Examinations are the gold standard to assess these competencies, but their implementation in Portugal is poorly documented. We describe the implementation and our seven years experience with a high-stakes Objective Structured Clinical Examination to assess these skills in the School of Medicine, University of Minho.Material and Methods: Our Objective Structured Clinical Examination is in place since 2010 and has been subject to continuous improvements, including the adoption of a standard setting procedure and an increase in the number of stations.Results: Grades in our exam are well distributed and discriminate among students. History taking grades are lower and have remained stable throughout the years while physical examination scores have risen. The exam is reliable, with internal consistency above 0.45 and a G-coefficient of 0.74. It is also feasible, with a total testing time of approximately 20 hours for 140 students, and the involvement of 18 standardized patients and 18 faculty assessors. More importantly, it was able to engage the students, who recognize its importance.Discussion: The most important validity criterion of our, and any Objective Structured Clinical Examination, would be predictive validity,the ability to predict the performance of students in the clinical context.Conclusion: Our approach to a high-stakes Objective Structured Clinical Examination shows that it is feasible, reliable, valid and fair and can be implemented with success in the Portuguese setting.

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Comparison of Self-assessment and Objective Structured Clinical Examination (OSCE) of Medical Students' Clinical Performance

Korean Journal of Medical Education ◽

10.3946/kjme.2008.20.1.51 ◽

2008 ◽

Vol 20 (1) ◽

pp. 51-60 ◽

Cited By ~ 2

Author(s):

Eal Whan Park

Keyword(s):

Medical Students ◽

Clinical Examination ◽

Clinical Performance ◽

Objective Structured Clinical Examination ◽

Self Assessment

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

Health Education in Practice: Journal of Research for Professional Learning ◽

10.33966/hepj.3.2.14225 ◽

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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