scholarly journals The OSCE-experiment at MEDUNSA

Curationis ◽  
1982 ◽  
Vol 5 (1) ◽  
Author(s):  
J.G.P. Van Niekerk ◽  
S.A. Lombard
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Conventional Approach ◽  
Objective Structured Clinical Examination ◽  
Nursing Science ◽  
Wide Range ◽  
The University

The newly-established Department of Nursing Science at MEDUNSA had provisionally decided to use the conventional approach to the clinical examination of the ten pre-registration students on the B.Cur. course. During October 1981 Professor R. M. Harden, Professor in Medical Education, University of Dundee, Scotland, paid a lecture visit to MEDUNSA. In one lecture Professor Harden described a method used for examining clinical skills of medical students in the University of Dundee. It is called the Objective Structured Clinical Examination (OSCE). It consists of an examination in which a wide range of skills are evaluated through practical, written and oral methods of assessment.

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.

scholarly journals The IMPLEMENTATION OF OSCE (OBJECTIVE STRUCTURED CLINICAL EXAMINATION) METHODS STUDENTS OF STIKES HANGTUAH PEKANBARU

2021 ◽  
Vol 5 (1) ◽  
pp. 45-52
Author(s):  
Susi Erianti ◽  
Raja Fitrina Lestari
Keyword(s):  
Nursing Education ◽  
Clinical Examination ◽  
Quantitative Research ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Sampling Technique ◽  
Objective Structured Clinical Examination ◽  
Nursing Science ◽  
Rating Form ◽  
Blue Print

The development of nursing science and technology that is increasingly sophisticated requires nursing staff to be competent, so that the world of nursing education must be able to prepare graduates who are able to compete both nationally and globally. To achieve competence, especially in the field of skills, the OSCE (Objective Structured Clinical Examination) method is used. To assess clinical performance or abilities in a structured and objective manner. This study aims to describe the design (the preparation of blue prints, cases and stations and the preparation of a checklist or rating form) used in OSCE, describe standard patients, describe OSCE examiners, describe facilities and infrastructure in the implementation of OSCE, describe standard settings in the implementation of OSCE and describe overall OSCE implementation. This research used observational quantitative research with a descriptive research design. The population in this study were lecturers who carried out OSCE using a total sampling technique. The data collection tool used a questionnaire and data analysis was carried out univariately. The results of the study show that 18 (60%), OSCE standard patients have carried out 16 (53.3%), OSCE examiners have carried out 20 (53,3%) have carried out the OSCE design (blue print, case and station preparation and checklist or rating form) 66.7%), OSCE facilities and infrastructure that have been implemented 19 (63.3%), OSCE standard setting that has been implemented 16 (53.3%) and OSCE implementation that has been implemented as a whole is 17 (56.7%) . The implementation of OSCE must be using the existing standart, so it can be used as a tool to evaluate the students' clinical skills, blue print  is an important aspect to be prepare before OSCE.  

scholarly journals Training in Neurology: Implementation and Evaluation of an Objective Structured Clinical Examination Tool for Neurology Post-graduate Trainees in Lusaka, Zambia

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012134
Author(s):  
Rebecca Marie DiBiase ◽  
Rachel Marie E. Salas ◽  
Charlene E. Gamaldo ◽  
Aparna Nutakki ◽  
Isabel Elicer ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Residency Program ◽  
Clinical Skills ◽  
Lessons Learned ◽  
University Teaching ◽  
Objective Structured Clinical Examination ◽  
Real Patient ◽  
Post Graduate ◽  
Self Confidence ◽  
The University

Introduction:We established Zambia’s first neurology residency program at the University of Zambia School of Medicine and the University Teaching Hospital in Lusaka. We evaluated the feasibility and effectiveness of a modified Objective Structured Clinical Examination (OSCE) to assess clinical skills.Program Description:The neurology training program’s three participants completed the OSCE exercise in February 2019. We used smartphones to videotape trainees performing a physical examination and oral presentation in the neurology clinic. Trainees and faculty reviewed the videos independently using a standardized rubric and then met for in-person feedback.Assessment & Outcomes:Three trainees completed pre- and post-OSCE surveys rating their confidence in elements of the history and examination. Trainees’ average self-confidence scores improved from the pre- to post-OSCE survey in every category (pre-OSCE: mean score 6.84, range 4.8-7.8, SD 0.92; post-OSCE: mean score 7.9, range 5.67-9.33, SD 0.86). Qualitative feedback showed trainees found the OSCE helpful, routinely applied feedback, and would appreciate repeating OSCEs.Lessons Learned:OSCEs improve trainees’ self-confidence and can be modified and successfully implemented in a resource-limited neurology post-graduate training program. Important OSCE modifications involved using smartphones for videotaping and a real patient encounter rather than a standardized patient. Additionally, embedding the experience within a busy clinic day was practical, applicable, and efficient.Future Directions:Future work should expand use of OSCEs both within the Zambian neurology residency program and non-neurology training programs. Including additional video reviewers could add to the validity of clinical skills assessment. Videos could also be used for remote mentorship and teaching purposes.

scholarly journals Impact of a Hands-on Knee Exam Workshop on Medical Student Clinical Examination Scores

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Mohammed Miniato ◽  
Paul Schaefer ◽  
David Weldy
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Family Medicine ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Positive Outcomes ◽  
Teaching Techniques ◽  
Hands On ◽  
The Family ◽  
The University

Introduction: The goal of this research project was to retrospectively evaluate the effect of a voluntary hands-on musculoskeletal knee exam workshop, presented to medical students in the family medicine rotation at the University of Toledo, on the outcomes of a required objective structured clinical examination (OSCE). Methods: We analyzed student OSCE scores for both knee and back exams before (July 2011 to June 2012) and after (August 2013 to June 2015) the workshop was offered. The analysis was based on those who attended the voluntary knee exam workshop and those who did not. We compared scores between the two groups of students using two-tailed t testing and χ2 testing, and assessed the correlation of attending the workshop to passing the knee OSCE. Results: One hundred eighty-seven students attended the workshop and 279 did not. During the period when the workshop was offered, the overall mean score on the knee OSCE was 59.5% for the 187 who attended the workshop and 35.9% for the 116 who did not, which was significantly different (P<.001). A χ2 test with α=0.05 showed that attending the workshop correlated with completing at least 70% of maneuvers acceptably during the knee OSCE (P<.001). Conclusions: Our study yielded positive outcomes on OSCE scores, comparable to other studies that investigated the effect of similar teaching techniques. Comparison of the scores of those who attended the knee workshop on the simpler back exam OSCE, in which no workshop was offered, demonstrated the efficacy of the workshop.

scholarly journals Empirical analysis comparing the tele-objective structured clinical examination (teleOSCE) and the in-person assessment in Australia

2021 ◽  
Vol 18 ◽  
pp. 23
Author(s):  
Jonathan Zachary Felthun ◽  
Silas Taylor ◽  
Boaz Shulruf ◽  
Digby Wigram Allen
Keyword(s):  
Physical Examination ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
High Stakes ◽  
South Wales ◽  
Significant Difference ◽  
Workplace Based Assessment ◽  
The University ◽  
The Impact

Purpose: It aimed to compare the use of the tele objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE. Methods: This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.Results: In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference –0.277, P<0.001, effect size 0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.Conclusion: The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.

scholarly journals Evidence for Increasing Diversity in Graduate Medical Education: The Competence of Underrepresented Minority Residents Measured by an Intern Objective Structured Clinical Examination

2010 ◽  
Vol 2 (3) ◽  
pp. 354-359 ◽  
Author(s):  
Monica L. Lypson ◽  
Paula T. Ross ◽  
Stanley J. Hamstra ◽  
Hilary M. Haftel ◽  
Larry D. Gruppen ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Underrepresented Minorities ◽  
University Of Michigan ◽  
Underrepresented Minority ◽  
Multiple Choice Questions ◽  
Standard Format ◽  
Residency Programs ◽  
The University

Abstract Objective Some have commented that the limited number of underrepresented minorities (URMs) in United States' residency programs is due to a lack of qualified candidates. At the University of Michigan, an objective structured clinical examination is administered to incoming residents at the beginning of training to determine baseline competence. In this study we wanted to determine if competence differed for underrepresented minorities when compared to non-URM residents. Method The postgraduate orientation assessment, a 10-station examination, was developed that focused specifically on the knowledge and skills needed in the first 6 to 18 weeks of training. Stations assessed competence in informed consent, aseptic technique, evidence-based medicine, diagnostic images, critical laboratory values, cross-cultural communication, and Joint Commission requirements such as surgical fire safety, pain assessment, and management. We used various assessment measures including standardized patients, computer-based testing, and multiple-choice questions. Results Our study found no significant differences in overall mean scores between URM residents and all other residents for the 5 years during which we administered the examination, except for 2002. This stands in contrast to the consistently worse performances of URM students on USMLE Step 1 and Step 2 Clinical Knowledge. Also, URM residents did not perform better or worse than their non-URM colleagues on standardized patient stations during the course of 5 years during which the examination was administered. Conclusions The postgraduate orientation assessment provides residency program directors with a standard format to measure initial clinical skills. When compared to incoming non-URM residents from a variety of medical schools, URM residents perform as well as other trainees. Our results may aid in the recruitment efforts of URM medical students into academic residency programs such as those at the University of Michigan.

scholarly journals Response to: viva la VOSCE?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lucinda Zahrah Motie ◽  
Shahil Kaini
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Home Environment ◽  
Clinical Examination ◽  
Social Inequalities ◽  
Objective Structured Clinical Examination ◽  
Face To Face ◽  
Playing Field ◽  
University College London ◽  
Objective Structured Clinical Examinations

AbstractBoyle et al. discuss the development and implementation of a Virtual Objective Structured Clinical Examination due to the COVID-19 pandemic lockdown precluding face-to-face Objective Structured Clinical Examinations, something we too as clinical medical students studying at University College London have experienced. We commend Boyle et al. for promptly creating and delivering this assessment. However, we believe this style of assessment has the potential to exacerbate the ethnic and social inequalities that currently exist within medical education. Going forward, it is imperative that the home environment is considered in an attempt to level the playing field.

scholarly journals The Effectiveness of applying for Formative Assessment Objective Structured Clinical Examination (OSCE)for Undergraduate Students in Faculty of Medicine King Abdul Aziz University, Jeddah, Kingdom of Saudi Arabia

2020 ◽  
Author(s):  
Rajaa Allhiani ◽  
Sumaiah Abdulwahab ◽  
Sultan Hassan Alamri
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Kingdom Of Saudi Arabia ◽  
Emergency Procedures ◽  
Competence Level ◽  
Teachers And Students

Abstract The use of formative and summative assessment for students have been always a concern for medical professionals such as teachers and students especially when students are at graduating level. This can be supported with increasing the effectiveness and comprehensiveness of the students with appropriate clinical training using a defined structure with questionnaire-based system defined in the methodology to support student’s skills using clinical competencies to form perspective. It has been found that with Objective Structured Clinical Examination can be used as the method to assess the adequacy to support clinical skills of medical students following their competence level. This can be used to support a variety of tests to work on underpinning emergency procedures to interpret investigational data to ensure in-depth and breadth coverage of clinical skills following 5th-year medical students.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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