An Audit of the Medical Students’ Perceptions regarding Objective Structured Clinical Examination

Khan, Abidullah; Ayub, Maimoona; Shah, Zakir

doi:10.1155/2016/4806398

Cited by 27 publications

(33 citation statements)

References 8 publications

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“…19 On the other hand 67 participants of Shitu B study recognize OSCE as a fair assessment tool in evaluation of their cognition and acquisition. 20 Our results indicated student's satisfaction towards OSCE due to its equality in task and marks distribution. Moreover, analyzing other studies, we found that OSCE has potential to test all level of clinical skills including technical and interpersonal skills.…”

Section: Discussionmentioning

confidence: 54%

Dental Students Perceptions About Assessment Methods

Khan¹,

Saeed²,

Bari³

et al. 2018

J Pak Dent Assoc

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Dental Students Perceptions about Assessment Methods OBJECTIVE: To assess for learning & meet the demand of universal change in medical education assessment tools have evolved over the years. This study analyzes the perception of dentistry students about the various methods of assessments used in their course. METHODOLOGY: This qualitative exploratory research was conducted through interviews at the Dental Section, Bolan Medical College, Quetta. By using universal sampling all 25 students of 3rd year BDS were included in the study. The students were interviewed about their liking of various assessment methods including Short Answer Questions (SAQ), Structured Essay Questions (SEQ), Multiple Choice Questions (MCQ), Viva and Objective Structured Clinical Examination (OSCE). Demographic details (age and gender) of students was noted. Data was analyzed by thematic analysis. RESULTS: Initially on open coding 26 codes emerged and then through axial and selective coding these were condensed to 13 subthemes. The mean age of participants was 20 years with female student preponderance (60%). OSCE was the most liked method (52%) by students followed by SEQ (16%). Main reason for liking OSCE is its convenience in attempting, judgment and marking on same parameters and easy to do. Viva was considered best method as it increases students' confidence level. Those who preferred SEQ/MCQ were in the opinion that it is more precise and less time consuming. CONCLUSION: OSCE was the most liked method of assessment by the dentistry students as they have equal chance to get marks on the same parameter and prevent examiners bias.

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Section: Discussionmentioning

confidence: 54%

Dental Students Perceptions About Assessment Methods

Khan¹,

Saeed²,

Bari³

et al. 2018

J Pak Dent Assoc

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“…The research teams evaluated student perceptions of learning, identifying stress, time, and a positive learning environment as important factors (Al Nazzawi, 2018;Hemingway, Stephenson, Roberts, & McCann, 2014;Pierre et al, 2004;Rasheel & Naeem, 2013). Stakeholder recommendations for flexible time limits and an increased opportunity to prepare for specific competencies are also reflected in the literature (Al Nazzawi, 2018;Awaisu et al, 2010;Jay, 2007;Khan et al, 2016;Raheel & Naeem, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Researchers found student perceptions suggested OSCE as a practical way to test a variety of skills and offer real-world type assessment of their competencies (Al Nazzawi, 2018;Awaisu et al, 2010;Nasir et al, 2014;Pierre et al, 2004;Raheel & Naeem, 2013). Researchers also reported students perceived OSCE as fair, acceptable, mentally difficult, and challenging (Al Nazzawi, 2018;Awaisu et al, 2010;Khan, Ayub, & Shah, 2016;Raheel & Naeem, 2013). Nasir et al (2014) valued student perception of OSCE as a vital indicator of successful implementation.…”

Section: Literature Reviewmentioning

confidence: 99%

Occupational Therapy Students’ Perceptions of OSCE: A Qualitative Descriptive Analysis

Krusen

Martino

2020

JOTE

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Objective Structured Clinical Examinations (OSCE) are commonly used across health professions educational programs to evaluate student clinical competencies. OSCE are multiple, brief stations representing common practice scenarios. The purpose of the study was to evaluate student perceptions of OSCE. The researchers implemented 17 OSCE stations with 40 second year occupational therapy students to assess clinical competencies prior to fieldwork. Applying a qualitative descriptive methodologic approach, researchers analyzed station rating data, Qualtrics survey Likert-type items, and Qualtrics survey open-ended responses. Number of station rating responses varied widely, due to perceived time press. Station rating responses confirmed the more robust 80% response to Qualtrics survey. Analysis of Likert-type items revealed perceptions of OSCE as comprehensive, mixed eustress and distress, confirming of competence, and supportive of growth. Four dimensions of learning emerged from analysis of open-ended items: temporal, real world, bottlenecks to learning, and being open to the process. Findings affirmed student perceptions of OSCE to be valuable as summative and formative assessment of clinical competence. Existing literature supports three of the four dimensions of learning. The researchers advocate additional research to examine bottlenecks to learning, psychometrics of OSCE, the use of OSCE in program evaluation, and longitudinal study of student performance related to OSCE. ABSTRACT Objective Structured Clinical Examinations (OSCE) are commonly used across health professions educational programs to evaluate student clinical competencies. OSCE are multiple, brief stations representing common practice scenarios. The purpose of the study was to evaluate student perceptions of OSCE. The researchers implemented 17 OSCE stations with 40 second year occupational therapy students to assess clinical competencies prior to fieldwork. Applying a qualitative descriptive methodologic approach, researchers analyzed station rating data, Qualtrics survey Likert-type items, and Qualtrics survey open-ended responses. Number of station rating responses varied widely, due to perceived time press. Station rating responses confirmed the more robust 80% response to Qualtrics survey. Analysis of Likert-type items revealed perceptions of OSCE as comprehensive, mixed eustress and distress, confirming of competence, and supportive of growth. Four dimensions of learning emerged from analysis of openended items: temporal, real world, bottlenecks to learning, and being open to the process. Findings affirmed student perceptions of OSCE to be valuable as summative and formative assessment of clinical competence. Existing literature supports three of the four dimensions of learning. The researchers advocate additional research to examine bottlenecks to learning, psychometrics of OSCE, the use of OSCE in program evaluation, and longitudinal study of student performance related to OSCE.Published by Encompass, 2020 OSCE proved an opportunity for stu...

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“…As Clinical skills are the core competencies that are required by the medical students to effectively perform duties in their professional life thus nowadays innovative methods like OSCE and OSPE are essential and used in order to evaluate clinical competency and it is a student assessment approach of objective nature in which the clinical competency aspect of the students is evaluated in a comprehensive, consistent and structured manner. 10,11 Besides these, adequate resources in academic environment like innovative teaching methods, curriculum design, laboratory facilities, li-brary facilities and its effective implementation and in clinical environment like number of patients for practice and other facilities also plays vital role to improve the academic and clinical performance of the medical students. Hence all this enhances to improve students' performance as well as perception.…”

Section: Discussionmentioning

confidence: 99%

Medical students’ perception regarding objective structured clinical examination in Medical College, Chitwan

Jaiswal

Mehta

2019

J Chitwan Med Coll

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Background: Objective Structured Clinical Examination (OSCE) has been globally recognized as gold standard of performance based assessment that aids in evaluating the clinical competency of medical undergraduate students. Hence, it increases the confidence of students in their learning ability by helping them to identify areas of weakness and gaps in their competencies. This study was conducted to identify perception towards OSCE among medical students. Methods: A descriptive cross-sectional study design was adopted and a total 173 respondents were selected from MBBS 4th and 5th year of Chitwan Medical College by using probability stratified proportionate random sampling technique. Self-administered questionnaire with 5-point likert scale were used to collect the data. Descriptive and inferential statistics was used to analyze data. Results: About half of the Bachelor of Medicine and Bachelor of Surgery (MBBS) students had positive perception toward OSCE. There is significant association between the level of perception towards OSCE and year of study (p=0.002), choice of study MBBS (p=0.045) and evidenced based learning (p=0.041). Conclusions: Thus, optimum emphasis should be given on formulating OSCE guideline and orienting student about it and also organization should create environment to facilitate actual objective structured clinical examination in order to increase positive perception in our context.

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An Audit of the Medical Students’ Perceptions regarding Objective Structured Clinical Examination

Cited by 27 publications

References 8 publications

Dental Students Perceptions About Assessment Methods

Dental Students Perceptions About Assessment Methods

Occupational Therapy Students’ Perceptions of OSCE: A Qualitative Descriptive Analysis

Medical students’ perception regarding objective structured clinical examination in Medical College, Chitwan

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