scholarly journals Feedback Credibility in a Formative Postgraduate Objective Structured Clinical Examination: Effects of Examiner Type

2018 ◽  
Vol 10 (2) ◽  
pp. 185-191 ◽  
Author(s):  
Lynfa Stroud ◽  
Matthew Sibbald ◽  
Denyse Richardson ◽  
Heather McDonald-Blumer ◽  
Rodrigo B. Cavalcanti
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
General Internist ◽  
Critical Element ◽  
Immediate Feedback ◽  
Perceived Credibility ◽  
Internal Medicine Residents ◽  
Proportional Odds Models ◽  
Feedback Delivery ◽  
To Receive

ABSTRACT Background  Resident perspectives on feedback are key determinants of its acceptance and effectiveness, and provider credibility is a critical element in perspective formation. It is unclear what factors influence a resident's judgment of feedback credibility. Objective  We examined how residents perceive the credibility of feedback providers during a formative objective structured clinical examination (OSCE) in 2 ways: (1) ratings of faculty examiners compared with standardized patient (SP) examiners, and (2) ratings of faculty examiners based on alignment of expertise and station content. Methods  During a formative OSCE, internal medicine residents were randomized to receive immediate feedback from either faculty examiners or SP examiners on communication stations, and at least 1 specialty congruent and either 1 specialty incongruent or general internist faculty examiner for clinical stations. Residents rated perceived credibility of feedback providers on a 7-point scale. Results were analyzed with proportional odds models for ordinal credibility ratings. Results  A total of 192 of 203 residents (95%), 72 faculty, and 10 SPs participated. For communication stations, odds of high credibility ratings were significantly lower for SP than for faculty examiners (odds ratio [OR] = 0.28, P < .001). For clinical stations, credibility odds were lower for specialty incongruent faculty (OR = 0.19, P < .001) and female faculty (OR = 0.45, P < .001). Conclusions  Faculty examiners were perceived as being more credible than SP examiners, despite standardizing feedback delivery. Specialty incongruency with station content and female sex were associated with lower credibility ratings for faculty examiners.

scholarly journals Improving Residents' Safe Opioid Prescribing for Chronic Pain Using an Objective Structured Clinical Examination

2016 ◽  
Vol 8 (3) ◽  
pp. 390-397 ◽  
Author(s):  
Daniel P. Alford ◽  
Brittany L. Carney ◽  
Belle Brett ◽  
Sharon J. Parish ◽  
Angela H. Jackson
Keyword(s):  
Internal Medicine ◽  
Chronic Pain ◽  
Clinical Examination ◽  
Academic Medical Center ◽  
Objective Structured Clinical Examination ◽  
Opioid Prescribing ◽  
Internal Medicine Residents ◽  
Number Of Patients ◽  
Safe Opioid Prescribing ◽  
And Control

ABSTRACT  Internal medicine residents care for a sizable number of patients with chronic pain. Programs need educational strategies to promote safe opioid prescribing.Background  To describe a safe opioid prescribing education program utilizing an objective structured clinical examination (OSCE) and report the resulting impact on residents' knowledge, confidence, and self-reported practices.Objective  Using a quasi-experimental design, 39 internal medicine residents from an urban academic medical center were assigned to 1 of 4 groups: 1-hour lecture only, lecture followed by immediate OSCE, lecture followed by 4-month delayed OSCE, and control. Safe opioid prescribing knowledge, confidence, and self-reported practices were assessed at baseline and at 8 months.Methods  At 8 months, knowledge, confidence, and self-reported practices improved in the control and in all 3 intervention groups. The immediate OSCE group had the greatest improvements in combined confidence scores within group (0.74, P = .01) compared to controls (0.52, P = .05), using a 5-point scale. This group also had the greatest improvement in self-reported practice changes (1.04, P = .04), while other groups showed nonsignificant improvements—delayed OSCE (0.43, P = .44), lecture only (0.66, P = .24), and control (0.43, P = .19).Results  Safe opioid prescribing education that includes a lecture immediately followed by an OSCE had an impact on residents' confidence and self-reported practices greater than those for delayed OSCE or lecture only groups. There was no difference in knowledge improvement among the groups. Lecture followed by an OSCE was highly regarded by residents, but required additional resources.Conclusions

The effectiveness of immediate feedback during the Objective Structured Clinical Examination

1989 ◽  
Vol 23 (2) ◽  
pp. 184-188 ◽  
Author(s):  
R. V. HODDER ◽  
R. N. RIVINGTON ◽  
L. E. CALCUTT ◽  
I. R. HART
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Immediate Feedback

scholarly journals Incorporating Interactive Workshops into Bedside Teaching: Completion of a Multi- Modal Rheumatology Rotation Significantly Increases Internal Medicine Residents’ Competency and Comfort with Comprehensive Knee Examinations

2021 ◽  
Author(s):  
Alysia Kwiatkowski ◽  
Najia Shakoor ◽  
Augustine Manadan ◽  
Joel A. Block ◽  
Sonali Khandelwal
Keyword(s):  
Internal Medicine ◽  
Educational Research ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Diagnosis And Treatment ◽  
Bedside Teaching ◽  
Traditional Methods ◽  
Modal Approach ◽  
Internal Medicine Residents ◽  
Interactive Models

Abstract Background: Studies have elucidated the lack of competency in musculoskeletal (MSK) examination skills amongst trainees. Various modalities have been studied, however, there remains a dearth of literature regarding the effectiveness of bedside teaching versus dedicated workshops. Our aim was to determine if incorporating a workshop into a rheumatology rotation would be effective in increasing medicine residents’ competency and comfort with knee examinations when compared to the rotation alone.Methods: Over 16 months, rotators were randomized to workshop plus rotation versus rotation alone. Participants were tested on their knee examination skills using an objective structured clinical examination (OSCE). Surveys were administered assessing to what degree the rotation was beneficial. Comfort and helpfulness were measured using a 5-point Likert scale. Paired and independent samples t-tests were used for comparisons. Results: Fifty-seven residents participated. For both groups, there were improvements between pre and post OSCE scores (workshop p < 0.001, no workshop p = 0.003), and levels of comfort with examination (workshop p < 0.001, no workshop p < 0.001). When comparing groups, there were differences favoring the workshop in post OSCE score (p = < 0.001), mean change in OSCE score (p < 0.001) and mean change in comfort with knee examination (p = 0.025).Conclusion: An elective in rheumatology augmented residents’ MSK competency and comfort. Incorporation of a workshop further increased knowledge, skills and comfort with diagnosis and treatment. Current educational research focuses on alternatives to traditional methods. This study provides evidence that a multi-modal approach, combining traditional bedside and interactive models, is of benefit.

Objective Structured Clinical Examination (OSCE) als kompetenz­orientiertes Prüfungsinstrument in der pflegerischen Erstausbildung

Pflege ◽  
2016 ◽  
Vol 29 (4) ◽  
pp. 193-203 ◽  
Author(s):  
Angelika Beyer ◽  
Adina Dreier ◽  
Stefanie Kirschner ◽  
Wolfgang Hoffmann
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination

Zusammenfassung. Hintergrund: Aufgrund der demografischen und epidemiologischen Entwicklung wird die Vermittlung adäquater pflegerischer Kompetenzen in der pflegerischen Ausbildung zunehmend diskutiert. Kompetenzen sind in den Examina angemessen zu überprüfen. Hierfür haben sich international OSCEs bewährt. Ziel: Ziel der vorliegenden Analyse war die Ermittlung von Kompetenzen, die in pflegerischen Erstausbildungen mit OSCEs überprüft werden. Methodik: In internationalen Datenbanken wurden einschlägige Publikationen recherchiert. Analyse-Einschlusskriterium war die Nennung mindestens einer überprüften Kompetenz. Die Kompetenzen wurden – in Anlehnung an den «Fachqualifikationsrahmen Pflege für die hochschulische Bildung» – nach Wissen, Fertigkeiten und Haltung kategorisiert. Ergebnisse: 36 Artikel erfüllten das Einschlusskriterium. Relevante Studien stammen mehrheitlich aus Großbritannien (UK), Kanada und Australien. Es wurden insgesamt n = 166 Kompetenzen in allen Kategorien identifiziert, die anhand verschiedener Methoden gemessen wurden. Am häufigsten wurden Fertigkeiten überprüft. Dabei wurde der sichere Umgang mit Medikamenten am häufigsten thematisiert. Weitere wichtige Themen waren die Kommunikationskompetenz in Bezug auf PatientInnen und die Fähigkeit zur Selbsteinschätzung. Diskussion: Es werden sehr unterschiedliche Kompetenzen mit differenten Formaten per OSCE gemessen. OSCE ermöglichen eine Überprüfung sowohl auf individueller als auch institutioneller Ebene, also sowohl für die Lehre als auch das Gelernte. Weiterer Forschungsbedarf wird festgestellt.

Kesiapan Dosen Dalam Pelaksanaan Uji Objective Structured Clinical Examination (Osce) Program Studi D3 Keperawatan

2018 ◽  
Vol 16 (1) ◽  
pp. 53
Author(s):  
Bejo Danang Saputra
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Clinical Examination ◽  
Comparative Method ◽  
Group Discussion ◽  
Objective Structured Clinical Examination ◽  
Constant Comparative Method ◽  
Constant Comparative

Perencanaan pengembangan uji kompetensi perawat Indonesia akan dikembangkan  dengan metode OSCE.. Pelaksanaan uji OSCE membutuhkan persiapan yang matang, terutama kesiapan sumber daya manusia (SDM) dalam hal ini adalah dosen untuk melaksanakan uji OSCE. Mengetahui kesiapan SDM dalam pengembangan uji OSCE di Prodi D3 Keperawatan Sekolah Tinggi Ilmu Kesehatan (STIKES) Al-Irsyad Al-Islamiyyah Cilacap. Desain penelitian yang digunakan adalah kualitatif dengan rancangan studi kasus. Informan penelitian adalah 6 orang dosen dan Kepala Program Studi D3 keperawatan. Data diperoleh melalui, focus group discussion, wawancara mendalam dan studi dokumentasi. Data kemudian dianalisis dengan menggunakan constant comparative method. Penelitian menunjukan bahwa pengetahuan dosen tentang OSCE dan kompetensi berdasarkan pendidikan memenuhi persyaratan untuk pengembangan uji OSCE, namun masih membutuhkan pelatihan mengenai OSCE. Uji OSCE dapat diselenggarakan dengan melibatkan dosen dari prodi lain karena jumlah dosen di Prodi D3 Keperawatan  STIKES Al-Irsyad Al-Islamiyyah Cilacap belum memenuhi kebutuhan pelaksanaan uji OSCE. Hambatan penyelenggaraan OSCE adalah SDM belum terkoordinasi, belum terlatih dan keterbatasan sarana pendukun. Pengetahuan dan kompetensi dosen berdasarkan tingkat pendidikan memenuhi syarat dalam pengembangan OSCE dan OSCE dapat diselenggarakan dengan melibatkan dosen prodi lain.

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