scholarly journals Examiners' and Candidates' Perspectives on the First Performance-Based Assessment of the Saudi National Anesthesiology Board Final Exam

2017 ◽  
Vol 24 (1) ◽  
pp. 11-21
Author(s):  
Abdulaziz M. Boker
Keyword(s):  
Clinical Examination ◽  
Assessment Tool ◽  
Objective Structured Clinical Examination ◽  
High Stake ◽  
Final Exam ◽  
Board Exam ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Males And Females ◽  
A Performance

The Saudi Board of Anesthesia introduced a performance-based, objective, structured, clinical examination to supplement key and missing components in the traditional fi nal board exam. This study aims to describe briefl y the development, implementation and evaluation of the fi rst high stake Saudi Board of Anesthesia examafter incorporation of objective, structured, clinical examination according to the participants’ perspectives. After implementation of performance-based exams for the fi rst time, a questionnaire was distributed to the candidates and examiners to explore their perception of the exam. Twenty-three candidates and 20 examiners participated in the Saudi Board exam for anesthesia residency held on November 2015. The candidates as well as the examiners were very satisfi ed with the explanation of the exam process before the exam taking, thetime allotted for the active stations as well as the organization and fairness of the exam with no significant difference between males and females. In conclusion, the objective, structured, clinical examination is well perceived by the examinees as a fair and acceptable assessment tool in the fi nal exam of the Saudi Board of Anesthesia. We conclude that objective, structured, clinical examination is recommended to be used by other Saudi high stake exams.

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.

scholarly journals Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Khadiga M. Said ◽  
Safaa F. Draz
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simple Random Sample ◽  
Control Group ◽  
Pediatric Nursing ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Nursing Skills

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams. Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores. Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

scholarly journals The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sadaf Mojarrab ◽  
Leila Bazrafkan ◽  
Azita Jaberi
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Relaxation Training ◽  
Substantial Reduction ◽  
Intervention Group ◽  
Demographic Characteristics ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Significant Difference ◽  
Exam Anxiety

Abstract Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

scholarly journals Designing and Implementing the Objective Structured Clinical Examination in Anesthesiology

2014 ◽  
Vol 120 (1) ◽  
pp. 196-203 ◽  
Author(s):  
Maya Jalbout Hastie ◽  
Jessica L. Spellman ◽  
Parwane P. Pagano ◽  
Jonathan Hastie ◽  
Brian J. Egan
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Assessment Tool ◽  
Core Competencies ◽  
Objective Assessment ◽  
Reliability And Validity ◽  
The United States ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Current Application

Abstract Since its description in 1974, the Objective Structured Clinical Examination (OSCE) has gained popularity as an objective assessment tool of medical students, residents, and trainees. With the development of the anesthesiology residents’ milestones and the preparation for the Next Accreditation System, there is an increased interest in OSCE as an evaluation tool of the six core competencies and the corresponding milestones proposed by the Accreditation Council for Graduate Medical Education. In this article the authors review the history of OSCE and its current application in medical education and in different medical and surgical specialties. They also review the use of OSCE by anesthesiology programs and certification boards in the United States and internationally. In addition, they discuss the psychometrics of test design and implementation with emphasis on reliability and validity measures as they relate to OSCE.

scholarly journals Using the Many-Facet Rasch Model to analyse and evaluate the quality of objective structured clinical examination: a non-experimental cross-sectional design

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e029208 ◽  
Author(s):  
Mohsen Tavakol ◽  
Gill Pinner
Keyword(s):  
Clinical Examination ◽  
Rasch Model ◽  
Rating Scale ◽  
Objective Structured Clinical Examination ◽  
Student Outcome ◽  
Cross Sectional ◽  
Information Giving ◽  
Experimental Cross ◽  
Significant Difference ◽  
Cross Sectional Design

ObjectivesSources of bias, such as the examiners, domains and stations, can influence the student marks in objective structured clinical examination (OSCE). This study describes the extent to which the facets modelled in an OSCE can contribute to scoring variance and how they fit into a Many-Facet Rasch Model (MFRM) of OSCE performance. A further objective is to identify the functioning of the rating scale used.DesignA non-experimental cross-sectional design.Participants and settingsAn MFRM was used to identify sources of error (eg, examiner, domain and station), which may influence the student outcome. A 16-station OSCE was conducted for 329 final year medical students. Domain-based marking was applied, each station using a sample from eight defined domains across the whole OSCE. The domains were defined as follows: communication skills, professionalism, information gathering, information giving, clinical interpretation, procedure, diagnosis and management. The domains in each station were weighted to ensure proper attention to the construct of the individual station. Four facets were assessed: students, examiners, domains and stations.ResultsThe results suggest that the OSCE data fit the model, confirming that an MFRM approach was appropriate to use. The variable map allows a comparison with and between the facets of students, examiners, domains and stations and the 5-point score for each domain with each station as they are calibrated to the same scale. Fit statistics showed that the domains map well to the performance of the examiners. No statistically significant difference between examiner sensitivity (3.85 logits) was found. However, the results did suggest examiners were lenient and that some behaved inconsistently. The results also suggest that the functioning of response categories on the 5-point rating scale need further examination and optimisation.ConclusionsThe results of the study have important implications for examiner monitoring and training activities, to aid assessment improvement.

scholarly journals Objective Structured Clinical Examination? How students perceive their learning after OSCE

2021 ◽  
Vol 37 (4) ◽  
Author(s):  
Lamia Yusuf
Keyword(s):  
Learning Style ◽  
Clinical Examination ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Group Discussion ◽  
Objective Structured Clinical Examination ◽  
Once Daily ◽  
Medical College ◽  
Creative Commons ◽  
Feedback Questionnaire

Objective: Assessment of skills is an important part of medical education. The objective was to find out how students perceive their learning after being assessed through OSCE. Methods: It was a mixed convergent parallel study. The study was carried out in the gynaecology department of a private medical college in Lahore. Five groups of final year students posted for rotation in gynae wards were included in this study. Each group comprised of 18 students. They were exposed to OSCE once daily. After completion of one month, students were given a feedback questionnaire (developed and validated by medical educationists) and a focus group discussion was carried out. Eight participants were selected from each group randomly and interviews were recorded. Interviews were transcribed verbatim. Results: Quantitative data calculated by SPSS 21 and results were calculated as frequencies. Qualitative analysis was based on word frequency count and thematic analysis was followed. Almost 65.2% of the student Shows agreement to the response that OSCE should be part of internal assessments. Whereas 15% shows disagreement and 9% remain neutral. The themes extracted after interviews were, better assessment tool, exam fear, knowledge, confidence and change learning style. thus, triangulating the data. The outcome measured was the result of the final professional of obstetrics and gynaecology year 2017-2018 batch. The success rate was 100% in gynae/obs and one student was able to get a distinction. Conclusion: Students perceived OSCE as a better assessment tool that increased their knowledge and confidence level. Thus, they were an opinion that OSCE should be part of examinations held in college. doi: https://doi.org/10.12669/pjms.37.4.4005 How to cite this:Yusuf L. Objective Structured Clinical Examination? How students perceive their learning after OSCE. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.4005 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Student Perceptions of Instructional Ultrasound Videos as Preparation for a Practical Assessment

2019 ◽  
Vol 05 (03) ◽  
pp. E81-E88 ◽  
Author(s):  
Martin Altersberger ◽  
Philipp Pavelka ◽  
Alexander Sachs ◽  
Michael Weber ◽  
Michaela Wagner-Menghin ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Examination ◽  
School Curriculum ◽  
Objective Structured Clinical Examination ◽  
Learning Material ◽  
Online Questionnaire ◽  
Instructional Videos ◽  
Image Optimization ◽  
Significant Difference ◽  
Post Hoc

Abstract Learning ultrasound early in the medical school curriculum helps students to understand anatomy and pathology and to perform defined ultrasound standard views. Instructional videos are a potentially valuable tool for improving the process of learning ultrasound skills. It was the aim of the present study to investigate how students perceived instructional videos as a learning aid, compared to other learning opportunities, in preparation for an Objective Structured Clinical Examination (OSCE). Eleven concise ultrasound videos were created and implemented in the 4th year at the Medical University of Vienna. The videos illustrate the predefined examination process, image optimization, and nine standardized ultrasound views. The videos were available to be used in preparation for the practical ultrasound examination, which was part of the objective structured clinical examination. The students’ perceptions of the instructional videos and other learning methods were surveyed using an online questionnaire. In total, 445 of 640 students (69.5% of the cohort) used the instructional videos. Of those students, 134 (30%) answered the questionnaire. Of this group, 88.9% rated the instructional videos as very helpful (49.6% as extremely helpful). An ANOVA revealed a significant difference between various learning materials in terms of helpfulness. Post hoc analysis showed that instructional videos were perceived as the second most helpful learning material after “self-execution and feedback.” The study revealed that students use instructional videos frequently and appreciate them as an extra tool for effective studying.

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