A comparison of the objective structured clinical examination results across campuses of The University of the West Indies (2001 and 2002)

Hickling, Frederick W.; Morgan, Keith; Abel, William; Denbow, C E; Ali, Zulfiqar; Nicholson, G. D.; Sinquee, C.

doi:10.1590/s0043-31442005000200011

Cited by 4 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding was in agreement with other studies that showed the OSCE method of assessment is preferred to the more conventional formats and is fair in comparison to the multiple-choice questions and oral exams (1, 14, 15). Almost 92% of the participants believed that the OSCE could assess practical skills, which could not be tested via written exams.…”

Section: Discussionsupporting

confidence: 93%

The Assessment of Undergraduate Medical Students’ Satisfaction Levels With the Objective Structured Clinical Examination

Khorashad

Salari

Baharvahdat

et al. 2014

Iran Red Crescent Med J

View full text Add to dashboard Cite

Background:The objective structured clinical examination (OSCE) has been introduced as an efficient method for the assessment of medical students.Objectives:The aim of the present study was to determine the satisfaction level of undergraduate medical students of internal medicine department with the OSCE.Materials and Methods:This was a descriptive cross-sectional study, performed on all available undergraduate students at the end of their internal medicine training period in Mashhad University of Medical Sciences. The students responded to 15 multiple-choice questions with confirmed validity and reliability.Results:The majority of the students (94.5%) had a positive attitude toward the OSCE and mentioned that the OSCE format was a more appropriate type of exam than other methods of testing; however, 79.1% thought that the OSCE format was stressful. In addition, the participants’ sex had no effect on their level of satisfaction with the examination. Likewise, there was no significant correlation between their level of satisfaction and their age, marital status, or lack of previous experience with this type of exam.Conclusions:If the exam standards are met and a uniform dispersion of the scientific content is maintained, the OSCE method of assessment can be recommended as an efficient and applicable method for assessing medical students.

show abstract

Section: Discussionsupporting

confidence: 93%

The Assessment of Undergraduate Medical Students’ Satisfaction Levels With the Objective Structured Clinical Examination

Khorashad

Salari

Baharvahdat

et al. 2014

Iran Red Crescent Med J

View full text Add to dashboard Cite

show abstract

“…In addition,there are significant financial costs associated with implementing the exit OSCE and all four campuses are incurring huge expenses from examiner travel between islands, recruiting standardized patients, external examiners, support staff, and the other administrative expenses. Though a number of studies have been published on OSCEs in other campuses of UWI,9,10,21–24 this study was the first to evaluate the UWI exit OSCE.…”

Section: Introductionmentioning

confidence: 99%

<p>An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives</p>

Maa¹,

Kumar²,

Krishnamurthy³

et al. 2019

AMEP

View full text Add to dashboard Cite

Background: The objective structured clinical examination (OSCE) is the gold standard and universal format to assess the clinical competence of medical students in a comprehensive, reliable and valid manner. The clinical competence is assessed by a team of many examiners on various stations of the examination. Therefore, it is found to be a more complex, resource- and time-intensive assessment exercise compared to the traditional examinations. Purpose: The objective of this study was to determine the final year MBBS students’ and OSCE examiners’ perception on the attributes, quality, validity, reliability and organization of the Medicine and Therapeutics exit OSCE held at the University of the West Indies (Cave Hill) in June 2017. Methods: At the end of the OSCE, students and examiners were provided with a questionnaire to obtain their views and comments about the OSCE. Due to the ordinal level of data produced by the Likert scale survey, statistical analysis was performed using the median, IQR and chi-square. Results: A total of 52 students and 22 examiners completed the questionnaire. The majority of the students provided positive views regarding the attributes (eg, fairness, administration, structure, sequence, and coverage of knowledge/clinical skills), quality (eg, awareness, instructions, tasks, and sequence of stations), validity and reliability (eg, true measure of essential clinical skills, standardized, practical and useful experiences), and organization (eg, orientation, timetable, announcements and quality of examination rooms) of the OSCE. Similarly, majority of the examiners expressed their satisfaction with organization, administration and process of OSCE. However, students expressed certain concerns such as stressful environment and difficulty level of OSCE. Conclusion: Overall, the OSCE was perceived very positively and welcomed by both the students and examiners. The concerns and challenges regarding OSCE can be overcome through better orientation of the faculty and preparation of the students for the OSCE.

show abstract

“…The university medical undergraduate programme has incorporated the teaching of psychiatry and other behavioural disciplines into its curriculum. This exposes medical students to psychiatry in the emergency room, inpatient and community settings in order to ensure that they acquire the requisite knowledge and skill competencies to be able to detect and treat common mental disorders in a primary care setting (25). The University of the West Indies also has a postgraduate programme for training psychiatrists; the objective of this programme is to train psychiatrists to work in and meet the needs of the ESC.…”

Section: The Role Of Regional Training Institutionsmentioning

confidence: 99%

Mental Health Policy and Service System Development in the English-speaking Caribbean

Abel¹,

Kestel²,

Eldemire-Shearer³

et al. 2012

West Indian Med J

View full text Add to dashboard Cite

The countries and territories comprising the English-speaking Caribbean (ESC) have made some strides in the development of mental health policy, services and systems with the expenditure in mental health as a percentage of health budgets ranging from 1% to 7%. The ESC countries have well developed primary healthcare systems. However, mental health legislations in many countries are in need of reform. Some countries have developed an innovative community based, secondary care treatment model: treatment in the medical wards of general hospitals. These countries have made progress in integrating mental health into primary healthcare and have made psychotropic medication widely available at the primary care level. Notwithstanding the progress in some countries, greater effort is required in phasing out mental hospitals and integrating mental health into primary care in other ESC countries.

show abstract

A comparison of the objective structured clinical examination results across campuses of The University of the West Indies (2001 and 2002)

Cited by 4 publications

References 7 publications

The Assessment of Undergraduate Medical Students’ Satisfaction Levels With the Objective Structured Clinical Examination

The Assessment of Undergraduate Medical Students’ Satisfaction Levels With the Objective Structured Clinical Examination

<p>An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives</p>

Mental Health Policy and Service System Development in the English-speaking Caribbean

Contact Info

Product

Resources

About