scholarly journals Objective Structured Clinical Examination Tests: Comparison with Traditional Clinical Examinations in Surgery

2020 ◽  
Vol 17 (2) ◽  
pp. 55-59
Author(s):  
Daniel Ojuka ◽  
Nyaim Elly ◽  
Kiptoon Dan ◽  
Ndaguatha Peter
Keyword(s):  
Quality Assurance ◽  
Clinical Examination ◽  
Test Score ◽  
Objective Structured Clinical Examination ◽  
Pass Rate ◽  
P Value ◽  
Clinical Test ◽  
Pass Mark ◽  
Examination Methods ◽  
Over Time

Background: Examination methods change over time, and audits are useful for quality assurance and improvement. Objective: Comparison of traditional clinical test and objective structured clinical examination (OSCE) in a department of surgery. Methods: Examination records of results of the fifth year MBChB examinations for 2012–2013 (traditional) and 2014–2015 (OSCE) were analyzed. Using 50% as the pre-agreed pass mark, the pass rate for the clinical examinations in each year was calculated and these figures were subjected to t-test to determine any significant differences in each year and in type of clinical test. P value of <0.05 determined significant statistical differences in the test score. Results: We analyzed 1178 results; most (55.6%) did OSCE. The average clinical scores examinations were 59.7% for traditional vs 60.1% for OSCE examination; basic surgical skills were positively skewed. Conclusion: OSCE in the same setting of teaching and examiners may give more marks than the traditional clinical examination, but it is better at detecting areas of inadequacies for emphasis in teaching. Keywords: Clinical examination, Traditional, OSCE, Comparison

A summative, Objective, Structured, Clinical Examination in ENT used to assess postgraduate doctors after one year of ENT training, as part of the Diploma of Otorhinolaryngology, Head and Neck Surgery

2009 ◽  
Vol 123 (10) ◽  
pp. 1155-1159 ◽  
Author(s):  
A B Drake-Lee ◽  
D Skinner ◽  
M Hawthorne ◽  
R Clarke ◽  
Keyword(s):  
Clinical Examination ◽  
Neck Surgery ◽  
Objective Structured Clinical Examination ◽  
Test Results ◽  
High Stakes ◽  
Education Literature ◽  
Pass Mark ◽  
One Year ◽  
The Uk ◽  
Medical Examinations

AbstractContext:‘High stakes’ postgraduate medical examinations should conform to current educational standards. In the UK and Ireland, national assessments in surgery are devised and managed through the examination structure of the Royal Colleges of Surgeons. Their efforts are not reported in the medical education literature. In the current paper, we aim to clarify this process.Objectives:To replace the clinical section of the Diploma of Otorhinolaryngology with an Objective, Structured, Clinical Examination, and to set the level of the assessment at one year of postgraduate training in the specialty.Methods:After ‘blueprinting’ against the whole curriculum, an Objective, Structured, Clinical Examination comprising 25 stations was divided into six clinical stations and 19 other stations exploring written case histories, instruments, test results, written communication skills and interpretation skills. The pass mark was set using a modified borderline method and other methods, and statistical analysis of the results was performed.Results:The results of nine examinations between May 2004 and May 2008 are presented. The pass mark varied between 68 and 82 per cent. Internal consistency was good, with a Cronbach's α value of 0.99 for all examinations and split-half statistics varying from 0.96 to 0.99. Different standard settings gave similar pass marks.Conclusions:We have developed a summative, Objective, Structured, Clinical Examination for doctors training in otorhinolaryngology, reported herein. The objectives and standards of setting a high quality assessment were met.

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 Pengaruh Pemberian Umpan Balik Latihan OSCE terhadap Keterampilan Klinis Mahasiswa

2019 ◽  
Vol 6 (2) ◽  
pp. 63-71
Author(s):  
Fadhila Al Izza ◽  
Meizly Andina
Keyword(s):  
Clinical Examination ◽  
Role Play ◽  
Objective Structured Clinical Examination ◽  
P Value ◽  
Post Test

Keterampilan klinis merupakan hal yang penting untuk dikuasai bagi seorang dokter. Keterampilan klinis yang dimaksud meliputi keterampilan dalam melakukan penegakan diagnosis melalui anamnesis, pemeriksaan fisik, dan pemeriksaan penunjang serta keterampilan dalam melakukan prosedur penatalaksanaan masalah kesehatan pasien. Objective Structured Clinical Examination (OSCE) merupakan salah satu metode evaluasi keterampilan klinis mahasiwa fakultas kedokteran. Proses pembelajaran keterampilan klinis dasar Fakultas Kedokteran Universitas Muhammadiyah Sumatera Utara mencakup role-play dan learning using mannequins keterampilan klinis sesuai dengan blok yang berlangsung serta latihan OSCE. Dalam pelaksanaannya, setelah dilakukan latihan OSCE,  mahasiswa akan mendapatkan umpan balik atau evaluasi kembali. Manfaat dilakukannya umpan balik latihan OSCE ini agar mahasiswa dapat mengetahui apakah yang mereka lakukan selama latihan OSCE sudah sempurna atau masih terdapat kesalahan dan kekurangan. Diharapkan dengan dilakukannya umpan balik latihan OSCE, mahasiswa dapat mencari tahu lebih lanjut apa kesalahan dan kekurangan mereka sehingga mahasiswa dapat berbenah diri dan memberikan penampilan yang lebih baik di OSCE yang sesungguhnya. Penelitian ini bertujuan untuk mengetahui pengaruh pemberian umpan balik latihan OSCE terhadap keterampilan klinis mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Sumatera Utara. Metode penelitian yang digunakan, yaitu metode penelitian eksperimental dengan rancangan one group pretest post test. Hasil yang didapatkan berdasarkan hasil uji T berpasangan berupa nilai nilai p value 0,000 (p<0,05), secara statistik menunjukkan bahwa terdapat perbedaan yang signifikan antara keterampilan klinis pretest dan post test. Sehingga dapat disimpulkan umpan balik latihan OSCE berpengaruh terhadap keterampilan klinis mahasiswa.

scholarly journals Construct Validity and Generalizability of Simulation-Based Objective Structured Clinical Examination Scenarios

2014 ◽  
Vol 6 (3) ◽  
pp. 489-494 ◽  
Author(s):  
Avner Sidi ◽  
Nikolaus Gravenstein ◽  
Samsun Lampotang
Keyword(s):  
Operating Room ◽  
Clinical Examination ◽  
Error Rate ◽  
Critical Item ◽  
Error Rates ◽  
Objective Structured Clinical Examination ◽  
Pass Rate ◽  
High Stakes ◽  
General Evaluation ◽  
Simulation Based

Abstract Background It is not known if construct-related validity (progression of scores with different levels of training) and generalizability of Objective Structured Clinical Examination (OSCE) scenarios previously used with non-US graduating anesthesiology residents translate to a US training program. Objective We assessed for progression of scores with training for a validated high-stakes simulation-based anesthesiology examination. Methods Fifty US anesthesiology residents in postgraduate years (PGYs) 2 to 4 were evaluated in operating room, trauma, and resuscitation scenarios developed for and used in a high-stakes Israeli Anesthesiology Board examination, requiring a score of 70% on the checklist for passing (including all critical items). Results The OSCE error rate was lower for PGY-4 than PGY-2 residents in each field, and for most scenarios within each field. The critical item error rate was significantly lower for PGY-4 than PGY-3 residents in operating room scenarios, and for PGY-4 than PGY-2 residents in resuscitation scenarios. The final pass rate was significantly higher for PGY-3 and PGY-4 than PGY-2 residents in operating room scenarios, and also was significantly higher for PGY-4 than PGY-2 residents overall. PGY-4 residents had a better error rate, total scenarios score, general evaluation score, critical items error rate, and final pass rate than PGY-2 residents. Conclusions The comparable error rates, performance grades, and pass rates for US PGY-4 and non-US (Israeli) graduating (PGY-4 equivalent) residents, and the progression of scores among US residents with training level, demonstrate the construct-related validity and generalizability of these high-stakes OSCE scenarios.

The Method Used to Set the Pass Mark in an Objective Structured Clinical Examination Defines the Performance of Candidates for Certification as Rheumatologists

2018 ◽  
Vol 14 (3) ◽  
pp. 137-141
Author(s):  
Virginia Pascual-Ramos ◽  
Ana Guilaisne Bernard-Medina ◽  
Diana Elsa Flores-Alvarado ◽  
Margarita Portela-Hernández ◽  
María del Rocío Maldonado-Velázquez ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Pass Mark

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 Objective structured clinical examination versus traditional clinical examination among nursing students: A comparative approach

2018 ◽  
Vol 9 (2) ◽  
pp. 42
Author(s):  
Hoda Mohamed Nafee ◽  
Awatef El-Sayed Ahmed ◽  
Ahlam Mohamed Hussien
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Comparative Approach ◽  
Complex Nature ◽  
P Value ◽  
Four Dimensions ◽  
Feedback Questionnaire ◽  
College Of Nursing ◽  
Set Up

The complex nature of clinical competence in nursing consequently poses a challenge in identifying suitable assessment methods that are able to measure all its attributes as well as maintaining reliability, validity and objectivity. So the aim of this study was to compare nursing students’ opinions, feedback and clinical achievements grades in the Objective Structured Clinical Examination (OSCE) and the Traditional Clinical Examination (TCE) methods. A descriptive research design was used to conduct the study at college of nursing –Immam Abdulrahman Bin Faisal University (IABU), kingdom of Saudi Arabia. A total of 96 undergraduate student nurses enrolled in the pediatric nursing course equally were divided randomly into TCE and OSCE group (n = 48) in each group. Two tools were used, first tool was  a structured questionnaire form to collect data related student’s academic number, age, method of exam used, achievement grades in the exam and the overall  suggestions to improve the method of exam used where the second tool was a self-administered questionnaire that modified from a Pierre et al. (2004) OSCE feedback questionnaire which included 23 items and categorized under four main dimensions with 3-point Likert scale ranged from agree, neutral and disagree to evaluate students’ opinions and feedback related to the quality, organization, scoring and physical set up of both methods. Results revealed that statistical significant differences were found with higher prevalence of agreement responses among students for OSCE methods related most of items listed in the four dimensions compared to those in TCE. Mean ± SD total score of students’ responses related to OSCE and TCE methods was 104.5 ± 15.6 and 95.3 ± 17.5 respectively where p value = .002. Majority of students 95.8% exposed to OSCE compared to 11.9% of them who exposed to the TCE achieved (A) excellent grades in the exam (score 90%-100%). Conclusion and recommendation, statistical significant differences were observed between students’ opinion and feedback with high prevalence of agreement responses related to OSCE compared to TCE methods. Clinical achievement grade was high among students whom evaluated by OSCE compared to those evaluated by TCE method. The study recommended that OSCE must be used as an integral part of the under graduate nursing students’ clinical assessment.

The effect of differential rater function over time (DRIFT) on objective structured clinical examination ratings

2009 ◽  
Vol 43 (10) ◽  
pp. 989-992 ◽  
Author(s):  
Kevin McLaughlin ◽  
Martha Ainslie ◽  
Sylvain Coderre ◽  
Bruce Wright ◽  
Claudio Violato
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Time Drift ◽  
Over Time

scholarly journals Hubungan Tingkat Kecemasan dalam Menghadapi UKMPPD OSCE dengan Nilai UKMPPD Mahasiswa Fakultas Kedokteran Universitas Sam Ratulangi

2018 ◽  
Vol 10 (3) ◽  
pp. 159
Author(s):  
Gilbert Limen ◽  
Joshua Runtuwene ◽  
Christillia Wagiu
Keyword(s):  
Clinical Examination ◽  
Rating Scale ◽  
Anxiety Level ◽  
Objective Structured Clinical Examination ◽  
P Value ◽  
Exit Exam ◽  
Cross Sectional ◽  
Hamilton Anxiety Rating Scale ◽  
Hamilton Anxiety ◽  
Passing Grade

Abstract: Exam is a potential stressor to cause anxiety among students. As an exit exam, the medical competency examination consists of two parts: multiple choice question computer-based test and an objective structured clinical examination (OSCE). The anxiety level during the latter part where the cognitive, psychomotor and professional behaviour aspects of examinees are tested, is considered the highest. Passing grade of the exam as one criterion used for important decisions can also be another source of anxiety. Anxiety may impact performance during exam and consequently the passing grade. This study was aimed to evaluate the correlation between the anxiety level right before medical competency examination OSCE and the August 2018 OSCE final results. This was an analytical study with a cross sectional design. Respondents were all students partaking in OSCE at Sam Ratulangi University Medical School. The Hamilton Anxiety Rating Scale was used to measure the anxiety level. The OSCE results were retrieved from the Academic Department. Data were analyzed with the Spearman correlation test that obtained a P value of 0.289. Overall, 81.20% of respondents experienced anxiety, however, the majority (43.50%) were considered as mild anxiety. Moreover, the median score of August 2018 OSCE was 80.00. Conclusion: There is no correlation between anxiety level right before OSCE and August 2018 final results.Keywords: anxiety level, medical competency examination, OSCE scoreAbstrak: Ujian dapat menjadi sebuah stresor yang menimbulkan kecemasan. Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) sebagai exit exam terdiri atas dua jenis ujian yakni pilihan ganda berbasis komputer dan Objective Structured Clinical Examination (OSCE). Tingkat kecemasan yang dihasilkan oleh OSCE paling tinggi karena OSCE menguji aspek kognitif, psikomotor dan professional behavior. Nilai batas lulus ujian UKMPPD juga dapat menjadi sumber kecemasan karena digunakan untuk menentukan keputusan yang penting. Kecemasan dalam menghadapi ujian dapat menjadi salah satu penyebab yang memengaruhi performa dan berdampak pada kelulusan. Penelitian ini bertujuan untuk mengetahui hubungan tingkat kecemasan mahasiswa dalam menghadapi UKMPPD OSCE dengan nilai UKMPPD OSCE periode Agustus 2018. Jenis penelitian ialah analitik dengan desain potong lintang. Responden ialah seluruh mahasiswa yang mengikuti UKMPPD OSCE di Fakultas Kedokteran Universitas Sam Ratulangi (Unsrat) dengan menggunakan instrumen penelitian Hamilton Anxiety Rating Scale untuk mengukur tingkat kecemasan dan nilai OSCE dari Bagian Akademik Fakultas Kedokteran Unsrat. Analisis statistik menggunakan uji kore-lasi Spearman. Hasil analisis hubungan antara kecemasan dalam menghadapi UKMPPD OSCE dengan nilai UKMPPD OSCE periode Agustus 2018 mendapatkan nilai P=0,289. Responden yang mengalami kecemasan sebanyak 81,20% dan umumnya memiliki tingkat kecemasan yang ringan (43,50%). Median nilai UKMPPD OSCE periode Agustus 2018 yang diperoleh ialah 80,00. Simpulan: Tidak terdapat hubungan antara tingkat kecemasan dalam menghadapi UKMPPD OSCE dengan nilai UKMPPD OSCE periode Agustus 2018.Kata kunci: tingkat kecemasan, UKMPPD, nilai OSCE

scholarly journals Evolution of Objective Structured Clinical Examination- Actual to Virtual

2021 ◽  
Author(s):  
Tripti K Srivastava Waghmare ◽  
Lalitbhushan S Waghmare
Keyword(s):  
Learning Outcomes ◽  
Direct Observation ◽  
Clinical Examination ◽  
Technical Skills ◽  
Objective Structured Clinical Examination ◽  
Present Review ◽  
Professional Skills ◽  
Practical Examination ◽  
Developmental Feedback ◽  
Over Time

Objective Structured Clinical/Practical Examination (OSCE/OSPE) has come a long way since its inception by Harden RM in 1975. Literature offers many studies and reviews about its applicability in assessment and impact in learning outcomes. The present review traces the variants of OSCE as it has evolved over time with need and contextual variations, though still being sought after as one of the most valid tools in assessment of clinical and professional skills. The article reviews various forms viz., Group OSCE, Team OSCE, Objective structured assessments of technical skills, Shadow OSCE, Inter-professional OSCE, Inter-professional OSCE with Allied Embedded Actors, Reverse OSCE, Culture OSCE, e OSCE, Tele OSCE and Virtual OSCE in terms of the method and utility. Inspite of numerous variations, the principle of OSCE remain intact i.e., an effective tool to foster learning and attainment of clinical/practical competencies by direct observation of skills, timely and developmental feedback. The manuscript also gives an example of blueprint for assessment of skills wherein such OSCE variations can be planned depending on the nature and objective of assessment.

Sign in / Sign up

Export Citation Format

Share Document