A comparative analysis between objective structured clinical examination (OSCE) and conventional examination (CE) as formative evaluation tool

2018 ◽  
Vol 10 (3) ◽  
pp. 102
Author(s):  
Sarate Siddaram ◽  
Sharma Anil
Keyword(s):  
Comparative Analysis ◽  
Clinical Examination ◽  
Formative Evaluation ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool

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

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 A comparative analysis of the costs of administration of an OSCE (objective structured clinical examination)

1994 ◽  
Vol 69 (7) ◽  
pp. 571-6 ◽  
Author(s):  
M D Cusimano ◽  
R Cohen ◽  
W Tucker ◽  
J Murnaghan ◽  
R Kodama ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

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.

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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