scholarly journals Investigating the effect of neonatal resuscitation simulation using a competency-based approach on knowledge, skill, and self-confidence of midwifery students using objective structured clinical examination (OSCE)

2021 ◽  
Vol 10 (4) ◽  
pp. 1766
Author(s):  
Masoomeh Kheirkhah ◽  
Masumah Hakimi ◽  
Jamileh Abolghasemi ◽  
Razia Hakimi
Keyword(s):  
Clinical Examination ◽  
Neonatal Resuscitation ◽  
Objective Structured Clinical Examination ◽  
Self Confidence ◽  
Competency Based

scholarly journals A Short Note on Objective Structured Clinical Examination (OSCE)

2021 ◽  
pp. 247-251
Author(s):  
Pauline Sharmila
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Short Note ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Multiple Observations ◽  
The World ◽  
Competency Based ◽  
Skill Component

Objective Structured Clinical Examination (OSCE) is a structured competency based examination popularly used in examining the Medical and Nursing students. The clinical competence is evaluated by a team of examiners through uniformly timed, multiple stations. OSCE as an evaluation tool is gaining importance and it is becoming very popularly used by examiners all over the world as it is standardised and multiple observations and skills can be assessed equally for all the students in a single preparation. OSCE with its advantages like objectivity, tailored stations, safety of the patients and provision of audit and recording of the entire process has made it the most needed assessment of the skill component in most of the professional programmes concerning medical and nursing students.

scholarly journals The effect of competency-based education in obstetric emergencies on midwifery students in clinical skill lab, based on Kirkpatrick evaluation model: A randomized controlled trial

2019 ◽  
Author(s):  
Masumah Hakimi ◽  
Masoomeh Kheirkhah ◽  
Jamileh Abolghasemi ◽  
Razia Hakimi ◽  
Fatemeh farshad
Keyword(s):  
Randomized Controlled Trial ◽  
Evaluation Model ◽  
Controlled Trial ◽  
Intervention Group ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Competency Based Education ◽  
Randomized Controlled ◽  
Self Confidence ◽  
Competency Based

AbstractBackgroundObstetric emergency is one of the most important causes of maternal and neonatal mortality, and competency-based education is one of the efficient approaches to cover this. Objective structured clinical examination is one of the valid methods in measuring students’ competency and performance. Kirkpatrick evaluation model is a great method to assess a training impact.ObjectivesThis study was designed to determine the effect of competency-based education on midwifery students based on Kirkpatrick evaluation model.DesignRandomized controlled trialSettingNursing and Midwifery School in Islamic Republic of Iran (Iran University of Medical Sciences)Participantseighty students in third to fifth term of associate and bachelor’s degree in midwifery (intervention group=40, control group=40)MethodsUsing stratified random sampling, research team trained learners of intervention group in 4 sessions, 5 hours/day in a month in emergency obstetric cares. Both groups had been receiving the routine schedule of the faculty. Knowledge, skills, and self-confidence were assessed three times, before, immediately and 6 weeks after training by researcher made questionnaire, Objective Structured Clinical Examination (OSCE) and self-reported questionnaire respectively. Data were analyzed with descriptive, inferential statistics.ResultsThe level of knowledge, skills, and self-confidence increased significantly in the intervention group, in immediate and 6 weeks after intervention (P<0.001). In intervention group, Mean ± S.D of all variables were 5.05±2.074, 143.30±12.146 and 11.65±2.045, which increased to 10.17±1.318, 527.70±19.995 and 18.97±1.980 and remained at the same levels 6 weeks later, 9.37±2.215, 521.80±19.784 and 19.00±2.631; in the control group, this trend was not significant (P=0.380, P=0.455 and P=0.191).ConclusionCompetency-based education can be used in midwifery education and in-service training. We need to use new educational approaches such as competency-based to have a valuable impact on knowledge skills and self-confidence. This may affect health indexes indirectly.

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 A competency-based approach to pass/fail decisions in an objective structured clinical examination: An observational study

2020 ◽  
Author(s):  
Nazdar Ezzaddin Alkhateeb ◽  
Ali Al-Dabbagh ◽  
Yaseen Omar Mohammed ◽  
Mohammed Ibrahim
Keyword(s):  
Observational Study ◽  
Clinical Examination ◽  
Rasch Model ◽  
Careful Consideration ◽  
Objective Structured Clinical Examination ◽  
Validity And Reliability ◽  
High Stakes ◽  
Sufficient Degree ◽  
Competency Based ◽  
The Rasch Model

BackgroundAny high-stakes assessment that leads to an important decision requires careful consideration in determining whether a student passes or fails. This observational study conducted in Erbil, Iraq, in June 2018 proposes a defensible pass/fail decision based on the number of failed competencies.MethodsResults were obtained for 150 medical students on their final objective structured clinical examination. Cutoff scores and pass/fail decisions were calculated using the modified Angoff, borderline, borderline-regression and holistic methods. The results were compared with each other and with a new competency method using Cohen’s kappa. Rasch analysis was used to compare the consistency of competency data with Rasch model estimates.ResultsThe competency method resulted in 40 (26.7%) students failing, compared with 76 (50.6%), 37 (24.6%), 35 (23.3%) and 13 (8%) for the modified Angoff, borderline, borderline regression and holistic methods, respectively. The competency method demonstrated a sufficient degree of fit to the Rasch model (mean outfit and infit statistics of 0.961 and 0.960, respectively).Conclusionsthe competency method was more stringent in determining pass/fail, compared with other standard-setting methods, except for the modified Angoff method. The fit of competency data to the Rasch model provides evidence for the validity and reliability of pass/fail decisions.

scholarly journals The long case: a case for revival?

2013 ◽  
Vol 37 (12) ◽  
pp. 377-381 ◽  
Author(s):  
Albert Michael ◽  
Ranga Rao ◽  
Vishaal Goel
Keyword(s):  
Clinical Examination ◽  
Royal College ◽  
Clinical Assessment ◽  
Objective Structured Clinical Examination ◽  
Basic Training ◽  
Competency Based ◽  
Assessment Questions ◽  
Competency Based Assessment

SummaryUntil 2003 the long case was the clinical component of the two summative examinations for the Membership of the Royal College of Psychiatrists (MRCPsych). This changed to an Objective Structured Clinical Examination (OSCE) format, initially for the Part I examination, and more recently to the Clinical Assessment of Skills and Competencies (CASC) at the end of 3 years of basic training. Although there are distinct advantages to the objective, competency-based assessment, questions remain on its validity. The expectation that formative workplace-based assessments would fill in the void left by the loss of the long case has not materialised. The options for retaining the advantages of the long case within the CASC framework while minimising the shortcomings of the CASC are suggested as a way forward.

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