A Short Note on Objective Structured Clinical Examination (OSCE)

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.

A Study to Assess Perception of Nursing Students about the Effectiveness of Objective Structured Clinical Examination (OSCE) during Perineal Care Procedure in the selected College of Metropolitan City

Aim: 1. To conduct OSCE 2. To assess the perception of nursing students about OSCE 3. To compare the perception of nursing students between traditional evaluation (TE) and Objective Structured Clinical Examination (OSCE). Material and methods: The research approach and design were Qualitative Descriptive. The subjects were 30 students of 4th year Basic BSc Nursing. OSCE conducted under 4 stations namely Hygiene, Execution, Interaction, and Feedback. Data was collected using Demographic data profile; Clinical checklist for hand washing, perineal care SOP; related viva and opinionnaire. Data were analyzed using descriptive and inferential statistics. Results: Hygiene- 16.69% (5) had excellent, 66.6% (19) had Very good, 19.98% (6) had Good score & none of them had an Average or poor score in hand washing. Execution- 73.26% (22) had excellent, 16% (5) had Very good, 9.99% (3) had Good score & none of them had an Average or poor score in vital signs assessment. Interaction- 56.61% (17) had excellent, 43.29% (13) had Very good score &none of them had a Good, Average or poor score in viva. Feedback- 10 Opinionnaire on personal perception about OSCE administered to participants. 100% (30) of them had positively responded. Conclusion: OSCE proved to be an excellent method of clinical evaluation than traditional evaluation.

Delivering a modified continuous objective structured clinical examination for ophthalmology residents through a hybrid online method

Since coronavirus disease 2019 was declared a global pandemic by the World Health Organization, it has become a challenging situation to continue medical education, including in Indonesia. The situation prohibited face-to-face (direct) educational activities in clinical settings, therefore also postponing examinations involving especially procedural skills. Adaptations were urgently needed to maintain the delivery of high-stake examinations to sustain the number of ophthalmology graduates and the continuation of eye health service. Objective structured clinical examination (OSCE) has been one of our widely used method to assess clinical competencies for ophthalmology residents, and is the one method that involves gatherings, close contact of examiners, examinees and patients, therefore the most difficult to adjust. Pandemic challenges brought technical changes in our delivering the OSCE to online, maximizing digital platforms of meetings, while still concerned to guarding the safety of candidates, patients and staffs. OSCE scenarios were also made as timely efficient as possible by changing continuous station models to a cascade one. The purpose of this article is to document our experience in conducting a feasible and reproducible OSCE in this pandemic era filled with limitations.

An Objective Structured Clinical Examination (OSCE) for French Dental Students: Feedback after 2 Years

The Objective Structured Clinical Examination (OSCE) is a practical examination that provides a standardized assessment of clinical competence. The aim of this study is to evaluate the objectivity and the reliability of an OSCE in dentistry. To this end, a retrospective monocentric observational study was conducted at the Faculty of Dentistry of Nancy by analyzing the exam results of 81 students. The study population consisted of the fifth-year students. The examination was broken down into six stations which were doubled, and different juries of examiners were constituted (installed in different rooms) according to the same composition. The p-value was set at 0.05. We found an equivalence of the results between the different rooms on the global mean score obtained at the six stations (p = 0.021). In terms of gender, women have statistically significantly higher overall scores than men (p = 0.001). The evaluation of a difference in the scores between full-time and part-time teachers does not find any statistically significant difference or equivalence in the station where it was possible to realize the comparison. However, the students’ waiting time before the exam seems to negatively influence the results. Compared with other international OSCE studies, the results presented seemed sufficiently objective and reliable, although some adjustments are still necessary.

P.126 Incorporation of Objective Structured Clinical Examination into EEG/Epilepsy Fellowship Training

Background: For over 40 years, the objective structured clinical examination (OSCE) has been a part of medical education, eventually finding its way into most aspects of clinical training and evaluation. However, the EEG/epilepsy fellowship training has not classically involved OSCE evaluations. Methods: We designed and implemented a formative OSCE for pediatric and adult EEG/epilepsy fellows in Montreal, Quebec, Canada. The examination was offered in French and English. Stations included: technical issues, short cases, a long case, and communication. We solicited post-examination feedback from all participants via anonymous electronic survey after they had completed the Canadian Society for Clinical Neurophysiology (CSCN) EEG examination. We asked questions surrounding utility of the examination, areas for improvement, and whether the participant had been successful in passing the CSCN examination. Results: Six fellows took the initial formative OSCE. All six reported passing the subsequent CSCN examination. All participants reported the OSCE as useful in examination preparation. The communication station was consistently ranked as the least useful station, an unsurprising finding given that the CSCN examination does not involve a communication component. Conclusions: OSCE is an effective tool in assessment of the level of competence of EEG/epilepsy fellows, and as preparation for the CSCN EEG examination.