Analysis of quality and feasibility of an objective structured clinical examination (OSCE) in preclinical dental education

Eberhard, Lydia; Hassel, Alexander J.; Bäumer, Amelie; Becker, Felix; Beck-Mußotter, J.; Bömicke, W.; Corcodel, Nicoleta; Cosgarea, R.; Eiffler, C.; Giannakopoulos, Nikolaos Nikitas; Kraus, Theresa L.; Mahabadi, J.; Rues, S.; Schmitter, Marc; Wolff, Daynna J.; Wege, K. C.

doi:10.1111/j.1600-0579.2010.00653.x

Cited by 36 publications

(51 citation statements)

References 32 publications

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“…There are many examples of use in dental disciplines: pre-clinical phase [86], [87], [88], orthodontics [89], [90], oro-maxillofacial surgery [91], [92], [93], restorative dentistry [87], [94], [95], [96], parodontology [97], clinical prosthetics [86], pediatric dentistry [98], radiology [99], microbiology [94], [97]. …”

Section: Discussionmentioning

confidence: 99%

Assessment formats in dental medicine: An overview

Gerhard-Szep

Güntsch

Pospiech

et al. 2016

GMS Journal for Medical Education; 33(4):Doc65

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Section: Discussionmentioning

confidence: 99%

Assessment formats in dental medicine: An overview

Gerhard-Szep

Güntsch

Pospiech

et al. 2016

GMS Journal for Medical Education; 33(4):Doc65

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“…At the end of the semester, each student took the written exam, which was analyzed (mean, median, mode) separately for each year. [21][22][23][24][25][26][27] The validity was measured using Pearson correlation. Each system was analyzed to understand any deficits in the courses.…”

Section: Discussionmentioning

confidence: 99%

“…The R 2 coefficient is used to measure the proportional change in the dependent variable (the checklist score) by changes in the independent variable (the global grade); this is a marker of internal consistency. [21][22][23][24][25][26] The final method for establishing the validity of the exam is the comparison of the OSCE scores with written exam scores using Pearson correlation. [27] In Saudi Arabia, King Saud University and King Abdulaziz University were the first Saudi universities to published their experiences about using the OSCE in the field of surgery, which was reported in detail by Al-Naami [28] at King Saud University (for students in their final year).…”

Section: Introductionmentioning

confidence: 99%

Objective Structured Clinical Examination as an assessment method for undergraduate medical students

Al-Osail¹,

Al-Shiekh²,

Alsaid³

et al. 2015

Int J Med Sci Public Health

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Background: One of the most important objectives for University of Dammam is to send competent graduated physicians into the society, which cannot be accomplished without assessments of the clinical skills of the students. The Objective Structured Clinical Examination (OSCE) was recently implemented to improve the quality, reliability, validity, university standards, and international rankings, and to decrease time consumption by the exams.

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“…Classifying all the stations into "dental materials" and "non dental materials" may strengthen evidence of validity based on internal structure, as Eberhard et al showed that students who performed well in the dental material stations achieved poorer results in non-material stations and vice versa (Eberhard et al, 2011).…”

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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Analysis of quality and feasibility of an objective structured clinical examination (OSCE) in preclinical dental education

Abstract: The OSCE is reliable and valid in the context of preclinical dentistry. The cost is substantial. The problem of improvement of students' results with ascending circuit number has to be addressed.

Cited by 36 publications

References 32 publications

Assessment formats in dental medicine: An overview

Assessment formats in dental medicine: An overview

Objective Structured Clinical Examination as an assessment method for undergraduate medical students

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

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