An evaluation of multi-station Objective Structured Clinical Examination (OSCE) in clinical psychology training

Ononaiye, Margarita

doi:10.53841/bpscpf.2018.1.301.38

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…Furthermore, although a small number of students and examiners were unsure, most agreed that the OSCE was a valid method for assessing clinical competence. These results are in line with previous studies that have examined students’ and examiners’ perceptions of OSCE in psychology (Johnson et al , 2018; Sheen et al , 2015; Yap et al , 2012), indicating that students and examiners overall view OSCE as a valid, realistic and fair assessment method.…”

Section: Discussionsupporting

confidence: 91%

“…In other health professions, OSCE is a commonly used tool for the assessment of clinical competence. However, OSCE has rarely been applied to clinical psychology, and the few previous studies reporting on OSCE in psychology have focused on students’ and examiners’ perceptions of OSCE (Yap, 2012; Sheen et al , 2015; Johnson et al , 2018). To establish the quality of an OSCE, evidence is needed to verify the validity of the scores.…”

Section: Discussionmentioning

confidence: 99%

“…Examining students’ perceptions of and attitudes toward OSCE is a common feature in studies evaluating OSCEs in other subjects (Jay, 2007; Larsen and Jeppe-Jensen, 2008) as well as in the few previous studies of OSCEs in psychology (Sheen et al , 2015; Yap et al , 2012). Some studies have also included examiners’ perceptions (Johnson et al , 2018; Sheen et al , 2015). The results from the present study revealed that most of the students and examiners had a positive perception of the OSCE in terms of clarity of instructions, the authenticity of SP’s, relevance of the station content, as well as to the role of the clinical psychologist.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the adaptation of OSCE to the mental health area and the evaluation of the functioning of the OSCE in these areas deserve attention. There are only a few previous examples of adapting and using OSCE in clinical psychology contexts (Sheen et al , 2015; Johnson et al , 2018; Yap et al , 2012). These studies have examined students’ and teachers’ perceptions of the OSCE, and in general, the results indicate that students and examiners are positive about the use of OSCE for assessing clinical competence in psychology (Johnson et al , 2018; Sheen et al , 2015; Yap et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

“…There are only a few previous examples of adapting and using OSCE in clinical psychology contexts (Sheen et al , 2015; Johnson et al , 2018; Yap et al , 2012). These studies have examined students’ and teachers’ perceptions of the OSCE, and in general, the results indicate that students and examiners are positive about the use of OSCE for assessing clinical competence in psychology (Johnson et al , 2018; Sheen et al , 2015; Yap et al , 2012). However, examining students’ and examiners’ perceptions of the OSCE is only one aspect of the functioning of the examination.…”

Section: Introductionmentioning

confidence: 99%

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Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology

Sundström

Hakelind

2022

JMHTEP

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Purpose Assessment of complex clinical skills and abilities is a challenge in mental health education. In the present study, an objective structured clinical examination (OSCE) was adapted to psychology and implemented in a Master in Psychology program. The purpose of the present study was to examine aspects of validity of this OSCE. Design/methodology/approach A total of 55 students enrolled in the Master in the Psychology program at Umeå University, Sweden, participated in two OSCE occasions. In addition to OSCE data, questionnaires were administered immediately after the OSCE to students (n = 18) and examiners (n = 13) to examine their perceptions of the OSCE. Findings The results provided support for different aspects of validity. The level of internal consistency was close to acceptable, and there was a good correspondence between global ratings and checklist scores for many stations. However, adding an additional category to the global rating scale and reviewing some of the station checklists might improve the assessment further. The present cut-score of the OSCE was comparable to a cut-score set by the borderline regression model. In general, students and examiners perceived the OSCE as a high-quality examination, although examiners raised some issues that could improve the OSCE further. Originality/value In conclusion, OSCE is a promising assessment in psychology, both from a psychometric perspective and from a test-taker and examiner perspective. The present study is an important contribution to the field as there are only a few examples where OSCE has been used in clinical psychology, and to the best of the authors’ knowledge, this paper is the first to evaluate the validity of such an assessment.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology

Sundström

Hakelind

2022

JMHTEP

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Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions

et al. 2019

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Standardised role-plays (SR) have been proposed as an alternative to recordings of patients' therapy sessions (PTS) to assess therapist competence during CBT training. This study compared the following properties of SR assessments with established PTS assessments: interrater reliability, responsiveness to training, convergent validity of competence ratings, and predictive validity for academic outcomes. SR and PTS were both rated using the Cognitive Therapy Scale Revised (CTS-R) to assess CBT trainees' (n = 88) level of competence at the beginning and end of training, and at one-year follow-up. Both methods demonstrated excellent inter-rater reliability between pairs of course tutors (ICC range = .81-.93) and good reliability between tutors and an external assessor (ICC range = .71-.74). CTS-R scores for both SR and PTS increased across training to reach the competence threshold and remained stable at follow-up. However, there was only a weak relationship between the two assessment methods. Further refinement of SR as a CBT assessment method is indicated.

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Einsatz von Simulationspersonen in der Lehre und Prüfung psychotherapeutischer Kompetenzen

Lukasczik

Eckel

Wagner

et al. 2021

Zeitschrift für Klinische Psychologie und Psychotherapie

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Zusammenfassung. Theoretischer Hintergrund: In der Klinischen Psychologie und Psychotherapie werden bislang kaum Simulationspersonen (SPs) in Lehre und kompetenzorientierten Prüfungen eingesetzt. Deren geplante Nutzung etwa im Rahmen von Approbationsprüfungen nach dem neuen Psychotherapeutengesetz ist sinnvoll, jedoch mit inhaltlichen und methodischen Herausforderungen verknüpft. Fragestellung: Machbarkeit des Einsatzes von SPs in Prüfungsszenarien und Ableitung von relevanten therapeutischen Fertigkeiten, die in solchen Szenarien geprüft werden können. Methode: Quantitative Evaluation der Umsetzbarkeit einer SP-basierten Prüfung psychotherapeutischer Kompetenzen (Studie 1) und qualitative Erarbeitung therapeutischer Beziehungsfertigkeiten als Basis für Szenarien in kompetenzorientierten Prüfungen mit SPs (Studie 2). Ergebnisse: Die Evaluation der SP-basierten Prüfungen zeigte eine positive Bewertung hinsichtlich ihrer Machbarkeit durch Ausbildungsteilnehmende ( N = 48) und Prüfende ( N = 2), aber auch eine begrenzte Interrater-Reliabilität. In der zweiten Studie wurden aus Interviews mit Expertinnen und Experten ( N = 12 Psychotherapeutinnen und -therapeuten) Kompetenzen für Beziehungsaufbau und Aufrechterhaltung als Grundlage für SP-basierte Prüfungsszenarien aus den Bereichen Fertigkeiten, Haltung und Wissen abgeleitet. Schlussfolgerungen: SP-basierte Lehr- und Prüfungsformate in Psychotherapie und Klinischer Psychologie sind mit inhaltlichen und methodischen Anforderungen (u. a. Falldarstellung, Interrater-Reliabilität) verbunden, die bei der Implementierung berücksichtigt werden müssen.

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An evaluation of multi-station Objective Structured Clinical Examination (OSCE) in clinical psychology training

Cited by 6 publications

References 6 publications

Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology

Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology

Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions

Einsatz von Simulationspersonen in der Lehre und Prüfung psychotherapeutischer Kompetenzen

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