We identified variations in current procedures for identifying and registering OVs, which may result in the inappropriate exclusion of new migrants from free primary care services in the UK. Our findings suggest that the number of OVs receiving free primary care services is low. We need to explore models of appropriate health-care delivery to new migrants in the UK context, drawing on models of best practice from established health services in other migrant-receiving countries.
OSCEs have gradually replaced 'long cases' as the mainstay of undergraduate clinical skills assessment because of their objectivity, consistency and reliability. But the aspects of OSCEs which make them so reliable increasingly encourage students to prepare strategically, who often adopt a robotic 'tickbox' approach, rather than use OSCEs as a tool to learn clinical skills for safe competent real-life practice.Thus, whilst OSCEs facilitate technical competence, they do not prepare students for the unique nuances that make medicine an 'art' as well as a science.In pursuit of consistency and reliability, we are sacrificing validity and not preparing future doctors for the innate nuances and variability that make medicine so unique-and which often come as a shock to newly qualified doctors who orientate their undergraduate learning around OSCEs rather than real life.The doctors of the future will need to be adaptable and be able to vary their practice depending on the clinical and biopsychosocial context much more so than before. To drive their learning accordingly, we need a paradigm shift in medical education and assessment. WPBAs should now take centre-stage in undergraduate clinical assessment, with OSCEs significantly scaled back.Keywords: OSCE, Assessment, Clinical Skills, Workplace based assessments, Medical Education OSCEs are outdated: clinical skills assessment should be centred around workplace-based assessments (WPBAs) to put the 'art' back into medicine I love OSCEs. I have been fascinated by them since I started medical school. As a student, I voluntarily spent several
In March 2020 the UK government enforced a nationwide 'lockdown' to curb the spread of Covid-19, which has resulted in medical schools having to close and deliver teaching remotely through online platforms. This presents a number of challenges, especially for clinical and practical skills teaching which is usually very 'hands-on'. At St Georges, we have adapted Peytons '4-stage approach' to devise a tool that can be used to structure and deliver clinical skills teaching to small groups, with the help of online videos. This framework preserves the most important aspects of the '4 stage process' and allows the continuation of teaching in a way that replicates conventional face-toface teaching practices as closely as can be possible under the current constraints.
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