scholarly journals An Objective Structured Clinical Examination to Improve Formative Assessment for Senior Pediatrics Residents

2015 ◽  
Vol 7 (3) ◽  
pp. 470-474 ◽  
Author(s):  
Karen A. Mangold ◽  
Justin M. Jeffers ◽  
Rebekah A. Burns ◽  
Jennifer L. Trainor ◽  
Sharon M. Unti ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Clinical Examination ◽  
Formative Feedback ◽  
Objective Structured Clinical Examination ◽  
Residency Programs ◽  
Assessment Program ◽  
Standard Task ◽  
Program Costs ◽  
Resident Competence

ABSTRACT Background Residency programs are developing new methods to assess resident competence and to improve the quality of formative assessment and feedback to trainees. Simulation is a valuable tool for giving formative feedback to residents. Objective To develop an objective structured clinical examination (OSCE) to improve formative assessment of senior pediatrics residents. Methods We developed a multistation examination using various simulation formats to assess the skills of senior pediatrics residents in communication and acute resuscitation. We measured several logistical factors (staffing and program costs) to determine the feasibility of such a program. Results Thirty-one residents participated in the assessment program over a 3-month period. Residents received formative feedback comparing their performance to both a standard task checklist and to peers' performance. The program required 16 faculty members per session, and had a cost of $624 per resident. Conclusions A concentrated assessment program using simulation can be a valuable tool to assess residents' skills in communication and acute resuscitation and provide directed formative feedback. However, such a program requires considerable financial and staffing resources.

scholarly journals An Audit of the Medical Students’ Perceptions regarding Objective Structured Clinical Examination

2016 ◽  
Vol 2016 ◽  
pp. 1-4 ◽  
Author(s):  
Abidullah Khan ◽  
Maimoona Ayub ◽  
Zakir Shah
Keyword(s):  
Clinical Examination ◽  
Clinical Competence ◽  
Objective Structured Clinical Examination ◽  
Study Group ◽  
Validity And Reliability ◽  
Content Quality ◽  
Medical College ◽  
Similar Survey ◽  
Examination Methods

Objective. To record the perceptions of the final year MBBS students of Khyber Medical College (KMC) Peshawar regarding Objective Structured Clinical Examination (OSCE) conducted in the year 2016.Materials and Methods. This study was conducted in April 2016 which is in fact a reaudit of our similar survey done back in 2015. A total of 250 final year MBBS students participated by filling in a validated and pretested questionnaire already used by Russel et al. and Khan et al. in similar but separate studies including questions regarding exam content, quality of performance, OSCE validity and reliability, and so forth. The data was analyzed using SPSS version 20.Results. The study group comprised 160 (64%) males and 90 (36%) females. 220 (88%) stated that exam was fair and comprehensive; 94% believed OSCE was more stressful and mentally tougher. 96% of the students considered OSCE as valid and reliable and 87% were happy with its use in clinical competence assessment.Conclusion. Majority of students declared their final year OSCE as fair, comprehensive, standardized, less biased, and reliable format of examination but believed it was more stressful and mentally tougher than traditional examination methods.

scholarly journals The dialysis orders objective structured clinical examination (OSCE): a formative assessment for nephrology fellows

2017 ◽  
Vol 11 (2) ◽  
pp. 149-155 ◽  
Author(s):  
Lisa K Prince ◽  
Ruth C Campbell ◽  
Sam W Gao ◽  
Jessica Kendrick ◽  
Christopher J Lebrun ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

scholarly journals Objective structured clinical examination for formative assessment of final year part-1 MBBS students

2017 ◽  
Vol 5 (1) ◽  
pp. 313
Author(s):  
Sunil Pal singh Chajhlana ◽  
Manoj Aravind Bhumi ◽  
Rama Krishna Narashima Mahabhashyam ◽  
Sai Ram A. ◽  
Maruti Sarma Mannava Varaprasada
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Traditional Method ◽  
Assessment Tool ◽  
Objective Structured Clinical Examination ◽  
Practical Examination ◽  
Method Of Assessment ◽  
Learning Score

Background: The aim of medical education is to develop overall medical student’s clinical competency at all the levels. Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. Different variability in clinical examination, student’s variability, the examiner’s variability and the patient’s variability and the attitude towards disease may have effect on the assessment of the students. Objective structured clinical examination (OSCE) was designed to test the clinical competence by bed side while simultaneously improving objectivity and reliability. The objectives of the study were to assess the effectiveness of OSCE for assessment tool as compared to traditional method of assessment; to know the perception of students participated toward OSCE. Methods: Study was conducted among a batch of 25 students of VIth semester student posted in Department of Community medicine. After undergoing traditional method of examination, all the participating students underwent OSCE and the marks were recorded. Student’s perception regarding OSCE was recorded using a questionnaire. Results: Marks scored by the students in OSCE were significantly higher than traditional practical examination. 92% students agree that OSCE useful tool in overall assessment of the student, better form of assessment & learning, easy to pass and score better marks than traditional method of examination. Conclusions: OSCE useful tool in overall assessment of the student, better form of assessment & learning, score better marks and has less emotional stress in OSCE, when compared to viva voce. 

scholarly journals PERCEPTION OF POSTGRADUATE FAMILY MEDICINE TRAINEES ABOUT THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) ASSESSMENT METHOD

2021 ◽  
Vol 29 (03) ◽  
pp. 74-78
Author(s):  
Ihsan Ullah
Keyword(s):  
Family Medicine ◽  
Clinical Examination ◽  
Assessment Method ◽  
Previous Experience ◽  
Objective Structured Clinical Examination ◽  
P Value ◽  
Real Patient ◽  
Practical Examination ◽  
Significant Difference

Abstract Background: Assessment drives learning and improving the quality of assessment has a remarkable impact on the quality of learning. Objective Structured Clinical Examination is termed more reliable and valid as compared to conventional practical examination. Objective: The objective of this study was to find the perception of postgraduate family medicine trainees about the OSCE assessment method and compare those having previous experience with those having no previous experience. Methodology: This was a cross-section study conducted at the end of exit examination of diploma in family medicine at the Family Medicine Department, Khyber Medical University Peshawar. Data were collected on an eleven items questionnaire on a five-point Likert Scale. Study participants were categorized based on their previous experience of the OSCE, and were grouped into two categories. Data were analyzed by using Fisher’s Exact test and a p-value of ? 0.05 was considered statistically significant. Results: 56 out of 60 candidates returned completed questionnaires. The response rate was 93.33% where the majority were males 52(92.9%). Participants with experience of the OSCE were 22 (39.3%) while 34 (60.7%) were having no experience of the assessment method. There was a significant difference (p= 0.001) in the perception about the OSCE with the simulated patient than real patient, fairness and reliability of the OSCE, stress and length of the OSCE and reduction of bias in the OSCE. The perception about weightage to be given to the OSCE in any examination was significantly different (p=0.004) between the two groups. Conclusion: Participants of both groups (experienced vs non-experienced) agreed on some aspects of the OSCE. Their opinion differed about the fairness, validity and stress related to the OSCE assessment method. This difference is probably explained by the inadequacy of an experience to form an opinion. Keywords: Conventional practical examination, Family medicine, OSCE.    

scholarly journals Comparative Analysis Between Objective Structured Clinical Examination (OSCE) and Conventional Examination (CE) As a Formative Evaluation Tool in Pediatrics in Semester Examination for Final MBBS Students

2012 ◽  
Vol 10 (1) ◽  
pp. 53-56 ◽  
Author(s):  
R Mondal ◽  
S Sarkar ◽  
M Nandi ◽  
A Hazra
Keyword(s):  
Formative Assessment ◽  
Clinical Examination ◽  
Formative Evaluation ◽  
Assessment Tool ◽  
Evaluation Process ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Chi Square ◽  
Cross Sectional ◽  
Chi Square Test

Background The use of objective structured clinical examination in pediatrics is not common in undergraduate evaluation process. Objective To evaluate the effectiveness of objective structured clinical examination as compare to conventional examination as formative assessment tool in Pediatrics. Methods We conducted a cross sectional comparative study in defined population of 9th semester MBBS students to evaluate the effectiveness of objective structured clinical examination as comparison to conventional examination as formative assessment tool in Pediatrics. We analyzed the perception of objective structured clinical examination among the students. Results Fifty-two students appeared for the objective structured clinical examination evaluation on the first day and 42 turned up for conventional examination on the next day. The 42 students who turned up for both examinations were asked to respond to the perception evaluation questionnaire. Comparison of the two examination styles showed that students fared better in objective structured clinical examination than in conventional examination both with respect to mean total score (p < 0.001) as well as mean percentage score. Out of the 42 subjects who appeared in both examinations, all passed in objective structured clinical examination and 35 passed in conventional examination – this difference was significant by McNemar’s chi-square test (p = 0.016). 73.8% of the students opined in favor of objective structured clinical examination as a better formative assessment tool whereas 9.5% students preferred conventional examination. Conclusions Objective structured clinical examination a statistically significant better evaluation tool with comparison to conventional examination. KATHMANDU UNIVERSITY MEDICAL JOURNAL  VOL.10 | NO. 1 | ISSUE 37 | JAN - MAR 2012 | 62-65 DOI: http://dx.doi.org/10.3126/kumj.v10i1.6917

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