Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study

Silva, Cibele C. B. M.; Lunardi, Adriana Cláudia; Mendes, Felipe; Souza, Flavia F. P.; Carvalho, Celso Ricardo Fernandes

doi:10.1590/s1413-35552011005000033

Cited by 18 publications

(73 citation statements)

References 16 publications

(19 reference statements)

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“…An objective station checklist evaluation (OSCE) to assess clinical skills was developed by our researchers based on published sources . It was used to assess clinical skills related to chronic disease management at primary care settings, comprising communication skills (compliance enhancement); general clinical examination; wound care; obtaining and interpreting an ECG; and problem‐solving upon the their reasoning to the given clinical cases.…”

Section: Methodsmentioning

confidence: 99%

Can combined online and face‐to‐face continuing medical education improve the clinical knowledge and skills of family doctors in Vietnam? A cluster randomised controlled trial

Thai

Nguyen

Pham

et al. 2020

Tropical Med Int Health

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objectives To assess the effectiveness of a combined online and face-to-face continuing medical education (CME) programme, for improvement in clinical knowledge and skills of family doctors, in comparison with a control group; and to explore the self-reported satisfaction, competencies and confidence of those in the intervention group.methods We used a cluster randomised controlled trial, with pre-and post-testing, and a feedback survey at the end of the 18-month CME programme. The measurements consisted of a multiplechoice test, an objective structured clinical examination test and an anonymously self-administered questionnaire.results There were 58 family doctors from four provinces in the intervention group and 32 doctors from three provinces in control group, both in the Mekong Delta region in Vietnam. The mean age of participants was 47.8 years, and the female/male ratio was 1/2.9. After training, the intervention group had significantly higher scores on overall knowledge (mean difference = 1.4, 95% CI 1.0-1.86, P < 0.001; Cohen's d 1.36, Pearson's r 0.53), in four of the five education modules: peptic disorders, diabetes, hypertension and bone-muscle-joint diseases (Pearson's r 0.56, 0.56, 0.34 and 0.4, respectively), and in problem-solving skills (Pearson's r 0.27). Self-reports showed a positive learning attitude, strong interest and improved confidence and competency among doctors in the intervention group.conclusions A combined online and face-to-face CME programme proved applicable and effective for improving the clinical knowledge and problem-solving skills of family doctors in Vietnam.keywords family medicine, knowledge, skill, cluster randomised controlled trial, internet-based CME, Vietnam Sustainable Development Goals (SDGs): SDG 3 (good health and well-being), SDG 4 (quality education), SDG 9 (industry, innovation and infrastructure), SDG 17 (partnerships for the goals) 388

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Section: Methodsmentioning

confidence: 99%

Can combined online and face‐to‐face continuing medical education improve the clinical knowledge and skills of family doctors in Vietnam? A cluster randomised controlled trial

Thai

Nguyen

Pham

et al. 2020

Tropical Med Int Health

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“…Brown et al found that the internal consistency of a total OSCE as measured by a Cronbach alpha was 0.5, and such unreliability of a clinical exam may arise from several sources: The fact that OSCEs assess a broad range of clinical skills and abilities, the students are assessed by different patients, multiple circuit sessions need to be organised, and the fatigue of students, patients and examiners (Brown et al, 1999). In contrast, Silva et al found that in their OSCE-which evaluated psychomotor, cognitive and attitudinal skills-the overall consistency was good (Cronbach 0.7) with especially good correlation between cognitive and attitudinal skills, while psychomotor skills showed greater variation between stations (Silva, Lunardi, Mendes, Souza, & Carvalho, 2011). In addition, history taking and communication skills measured by OSCE have been shown to be consistent, with Cronbach alpha higher than 0.75 (Al-Naami, 2008).…”

Section: Internal Structurementioning

confidence: 99%

Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum

Zarić¹,

Belfield²

2015

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The Objective Structured Clinical Examination (OSCE) is a test of skills, behaviour, attitudes and application of knowledge, which has been an integral part of medical and dental curricula since late 1970s. As a procedural exam, it has been successfully supplementing other outcome-oriented assessment methods in order to measure students' preparedness to practice. In addition to making a judgement about competence, the aim of assessment is to guide future learning and shape values. These added benefits can be harnessed by providing feedback on the students' performance and encouraging reflection. As a tool to reinforce or modify behaviour by focusing on actual performance (compared with the intended performance level), feedback is central to support cognitive and professional development, especially in the early stages of the clinical curriculum. OSCE with immediate feedback combines a work-based assessment method and a short, immediate feedback discussion with the examiner on the student's performance before they move to the next station. To get the most out of this modified assessment, it should be implemented early in the clinical curriculum. Giving feedback immediately after a task is an efficient learning method and valuable tool for improving student experience. The aim of this paper is to assess the validity and reliability of the OSCE with immediate feedback as an exciting and valuable learning opportunity for students and a revolutionary new informative assessment method for teachers.

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“…Por fim, alguns autores asseveraram que o ECOE é pertinente à avaliação da competência clínica e, por isso, elevar a qualidade do respectivo exame é uma questão primordial na atualidade, tendo em vista que os avanços no ECOE são refletidos na melhoria da qualidade do ensino e formação profissional (15,17,18,(20)(21)(22)(23)(24)26) . A confiabilidade geral do ECOE foi satisfatória quando confrontada com estudos similares (26) .…”

Section: Dois Dos 12 Artigos Foram Desenvolvidosunclassified

Exame Clínico Estruturado Como Ferramenta Educacional Na Área De Saúde: Revisão Integrativa

Zanetti

Moura

Zanetti

et al. 2017

Rev. baiana enferm.

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Como citar este artigo: Zanetti ACB, Moura AA, Zanetti MOB, Ramos D, Bonelli MCP, Alcoforado CLGC. Exame clínico objetivo estruturado como ferramenta educacional na área de saúde: revisão integrativa. Rev baiana enferm. 2017;31(4):e20484.Objetivo: identificar a aplicabilidade do Exame Clínico Objetivo Estruturado como ferramenta de avaliação educacional e de competência clínica de discentes de graduação da saúde. Método: trata-se de revisão integrativa da literatura em que foram realizadas buscas em três bases de dados, no período de 2010 a 2015. Resultados: selecionaram-se 12 manuscritos, que foram categorizados em dois grupos: Exame Clínico Objetivo Estruturado como método efetivo e válido para a avaliação da competência clínica dos discentes na simulação da prática, e Exame Clínico Objetivo Estruturado como avaliação preditiva do desempenho do estudante na prática clínica. Conclusão: evidenciou-se que o Exame Clínico Objetivo Estruturado é reconhecido como estratégia válida para avaliar a competência clínica no processo de ensino-aprendizagem, apresentando benefícios significativos, entretanto, as limitações associadas ao exame também são reconhecidas.Descritores: Avaliação educacional Competência clínica Simulação.

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Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study

Cited by 18 publications

References 16 publications

Can combined online and face‐to‐face continuing medical education improve the clinical knowledge and skills of family doctors in Vietnam? A cluster randomised controlled trial

Can combined online and face‐to‐face continuing medical education improve the clinical knowledge and skills of family doctors in Vietnam? A cluster randomised controlled trial

Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum

Exame Clínico Estruturado Como Ferramenta Educacional Na Área De Saúde: Revisão Integrativa

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