Application of OSCE for Stage Assessment in Standardized Training for Oral Residents

Nie, Rongrong; Zhu, Feng; Meng, Xiangfeng; Zhang, Hai; Xie, Sijing; Wu, Liang; Yang, Jie; Sun, Weibin

doi:10.21815/jde.018.099

Cited by 12 publications

(12 citation statements)

References 15 publications

(28 reference statements)

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“…In recent years, the majority of studies have shown that the OSCE has many advantages in assessing the competence of practitioners, the clinical skills of medical students, and the expertise of specialists [16]. In addition, OSCE, as a method of objective assessment of students' abilities has great exibility and can be operated according to the characteristics of different disciplines and objective conditions under the basic framework [17]. The evaluation of students' comprehensive ability has always been the focus of medical educators at home and abroad.…”

Section: Discussionmentioning

confidence: 99%

Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

Wang

Yang

et al. 2021

Preprint

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Background: With the continuing growth of learning resources, it is important to explore and analyze the effectiveness of a teaching method. Case-based learning (CBL) is defined in a number of ways depending on the discipline and type of ‘case’ employed. Objective Structured Clinical Examination (OSCE), a more objective and comprehensive assessment tool which could be used to evaluate clinical operation skills of clinical medical staff and students. Objectives: To determine the effectiveness of CBL, in terms of students’ feedback and formative OSCE grades.Method: In the Chinese eight-year medical program practice stage, CBL teaching is carried out, and the results of OSCE are used to evaluate the effect of CBL teaching. The eight-year internship students were randomly divided into the traditional teaching group (TT group) (n=26) and the CBL group (n=24). Result: The scores of the CBL group in the ability to collect medical history, operation of basic skills, test bank answers were all statistically better than those of TT group (p <0.05). The physical examination ability score in CBL group was higher than the TT group but was not statistical different (p>0.05).Conclusion: The results showed that the performance of the CBL teaching group was better than that of the TT group. The OSCE assessment is objective and comprehensive, but lacks analysis of abilities such as literature review, English skills and problems encountered in CBL teaching, which still needs further study to better promote CBL teaching.

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Section: Discussionmentioning

confidence: 99%

Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

Wang

Yang

et al. 2021

Preprint

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“…The trainees in the 1st year accounted for the most number of the trainees whose emphasis degree and test scores increased after the outbreak. This result was due to the training objectives of Stage 1 ( 31 ). By contrast, the freshman trainees had less stress in terms of graduation and employment than seniors.…”

Section: Discussionmentioning

confidence: 98%

Perceived impact of the COVID-19 pandemic on infection containment training and mental state of dental residents in China: A longitudinal study

Dai

Jiang

Wen

et al. 2022

Front. Public Health

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BackgroundCOVID-19 has presented a challenge for dental settings and dental schools: how to continue providing dental care and maintain education during the pandemic while remaining healthy. We highlight the necessity of infection containment control training for dental residents and rethink the tasks of safeguarding trainees' health and cultivating their abilities to deal with public health crises in the future. This paper may also serve as a health policy reference for policy makers.ObjectiveThe study aimed to compare the formats, frequency, contents, emphasis, and test scores of infection containment control training pre- and post-pandemic. Besides, after the COVID-19 outbreak, we assessed the increased anxiety level, communication difficulties, and confidence of dental residents impacted by the pandemic.MethodsA total of 251 dental residents in Stomatological Hospital of Chongqing Medical University were recruited to complete a questionnaire of their routine involvement in infection control training before and after the COVID-19 outbreak. A self-designed 10-point Likert scale was used to assess the increased anxiety level, communication difficulties, and confidence in facing with the future public health crisis impacted by the pandemic.ResultsAfter the outbreak, although more trainees chose online assessment than offline assessment, most of them (74.90%) still preferred in-person training rather than online training. Contents that trainees had been focusing on were affected by the COVID-19 outbreak. Thereafter, they were more inclined to learn crisis management. Over half of the participants (56.17%) participated in training more frequently after the outbreak. However, postgraduate students participated in training less frequently than others after the outbreak (p < 0.01). First-year trainees accounted for the majority in the population who emphasized considerably on infection control training and whose test scores had increased after the outbreak. In addition, the percentage of women scoring increasingly in post-pandemic assessment was significantly higher than that of men. In this study, the average increased anxiety level caused by COVID-19 was 5.51 ± 2.984, which was positively related to communication difficulties with patients caused by the pandemic. The trainees whose homes were located in Hubei Province showed higher increased anxiety levels (8.29 ± 2.93) impacted by the pandemic than the trainees from other provinces (p < 0.05). However, the former's confidence in coping with future public health crises was not significantly different from that of others (p > 0.05).ConclusionsOwing to the impact of COVID-19, the contents that the trainees focused on, frequency, emphasis, and test scores of infection containment control training were changed. Some recommendations have been provided for policy makers to attach importance to crisis-based training to cultivate dental residents in the post-pandemic era.

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“…In relation to the quantity of stations, the Jordanian student considered the 67 stations a very high number 14 , differently from the students of this study, who judged the 6 station to be appropriate. Another study, considered 8 stations a good number with credible assessment results, and indices such as mean and discrimination coefficient of test scores from each station appropriated 4 . Therefore, the proposed protocol was found to be reliable and suitable.…”

Section: Discussionmentioning

confidence: 99%

“…Unlike the traditional methods, OSCEs (Objective Structured Clinical Examination) is a method for assessment of clinical competences 4 . The OSCE was introduced by Harden in 1975 5,6 and has attained international popularity in medical and health care education 7,8 .…”

Section: Introductionmentioning

confidence: 99%

Objective structured clinical examination, OSCEs: an advance in the teaching and learning process in the student’s perception

Oliveira¹,

Porto²,

Ribeiro³

et al. 2019

Rev. odontol. UNESP

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Introduction The OSCE is a method of clinical competencies evaluation that has gained international popularity in medical and dental education. Objective The purpose of the present study was to describe the stages of development of the OSCE for the undergraduate course in Dentistry and to report the students' perception about this method of evaluation, regarding the degree of difficulty, time for each stage, importance of each station, number of stations, organization of the exam, as well as the total time for the OSCE. Material and method This research was an observational and cross-sectional study, composed of the carry out of an OSCE and later application of an evaluative questionnaire to the students who were in the fourth semester of the Dentistry course. These students had basic knowledge and an intermediate level of competences, compatible with their stage of education. Result As regards the number of stations, 43(97.7%) of the students responded that this was appropriate, OSCE process as a whole was very well organized (n=25; 56.8%), organized (n=17; 38.6%) or not very organized (n=1; 2.27%) and about the total time of the OSCE process, 29(65.9%) reported that it was appropriate; 10 (2.27%) said that it was short; 4 (9.09%), that it was long. Conclusion The student’s perception was positive especially regarding to organization and the time attributed to each station. Furthermore, the students considered that the topics and questions applied in each station were relevant.

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Application of OSCE for Stage Assessment in Standardized Training for Oral Residents

Cited by 12 publications

References 15 publications

Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

Perceived impact of the COVID-19 pandemic on infection containment training and mental state of dental residents in China: A longitudinal study

Objective structured clinical examination, OSCEs: an advance in the teaching and learning process in the student’s perception

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