Assessment of clinical competence using objective structured examination.

Harden, Ronald M.; Stevenson, M; Downie, Walker; Wilson, G. M.

doi:10.1136/bmj.1.5955.447

Cited by 1,347 publications

(978 citation statements)

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“…The summative mode is the original mode of operation of an OSCE as defined by Harden and Gleeson (1979). The role of the examiner is to observe and record the performance of the students on a particular station without helping them.…”

Section: Implementing Osce In Different Waysmentioning

confidence: 99%

“…It would have for an outcome that students are better prepared for their future role. The Objective Structured Clinical Examination (OSCE) was originally developed in Dundee in the mid-seventies (Harden & Gleeson 1979). Harden and Gleeson had the idea of creating this test to assess clinical competences of trainee doctors by making them individually rotate through a number of "stations" where they are assessed individually using precise sets of criteria in the form of a checklist.…”

Section: Introductionmentioning

confidence: 99%

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Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation

Alinier

2003

Nurse Education Today

138

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Objective Structured Clinical Examination (OSCE) has been widely and increasingly used since it was developed. Research has shown that it is an effective evaluation tool to assess practical skills (Sloan et al. 1995). In many instances the OSCE process has been adapted to test trainees from different health care related disciplines. In nursing education, as presented in this paper, principles of OSCE can also be used in a formative way to enhance skill acquisition through simulation. The aim of this approach to teaching is safely to help students gain more confidence when confronted by technical instruments present in the hospital environment, and to encourage them to reflect on a range of skills and competences they need to acquire. The OSCE stations can be designed in the form of small scenarios where students have to set-up or interact with technical instruments, or communicate with patients.This type of simulation exercise can be varied as a whole and specifically within each station at the same time. The use of this hybrid formative OSCE is being assessed by nursing students and lecturers. The feedback received regarding this teaching method and the results of this study are useful and show that OSCE are favourably perceived.

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Section: Implementing Osce In Different Waysmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation

Alinier

2003

Nurse Education Today

138

View full text Add to dashboard Cite

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“…Developed in 1975 by Harden and his colleagues [2], the OSCE has since been proven to serve as a reliable, valid, and accurate measure of clinical skills [3–5], leading to its use for summative and formative purposes.…”

Section: Introductionmentioning

confidence: 99%

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience

Lee

Madrazo

Thangarasa

et al. 2018

Medical Education Online

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Background: The objective structured clinical examination (OSCE) has gained widespread use as a form of performance assessment. However, opportunities for students to participate in practice OSCEs are limited by the financial, faculty and administrative investments required. Objectives: To determine the feasibility and acceptability of a student-run mock OSCE (MOSCE) as a learning experience for medical students of all 4 years. Design: We conducted a five-station MOSCE for third-year students. This involved fourth-year students as examiners and first-/second-year students as standardized patients (SPs). Each examiner scored examinees using a checklist and global rating scale while providing written and verbal feedback. MOSCE stations and checklists were designed by students and reviewed by a faculty supervisor. Following the MOSCE, participants completed surveys which elucidated their perceptions on the roles they took during the MOSCE. Results: Fifty examinees participated in the MOSCE. Of these, 42 (84%) consented to participate in the study and submitted completed questionnaires. Twenty-four examiners participated in the OSCE and consented to participate in the study, with 22 (92%) submitting completed questionnaires. Fifty-three of 60 SPs (88%) agreed to take part in this study, and 51 (85%) completed questionnaires. The internal consistency of the five-station OSCE was calculated as a Cronbach’s alpha of 0.443. Students commented positively on having the opportunity to network and engage in mentorship activities and reinforce clinical concepts. Conclusions: Examinees, examiners, and SPs all perceived the MOSCE to be a beneficial learning experience. We found the MOSCE to be a feasible and acceptable means of providing additional OSCE practice to students prior to higher-stakes evaluations.

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“…Structured reports, based on checklists and immediate end-product analysis have been proposed and validated [11,[13][14][15][16]. The Objective Structured Clinical Examination (OSCE) [13] has been used to assess clinical performance of trainees on various clinical stations (comprising different tasks).…”

mentioning

confidence: 99%

“…The Objective Structured Clinical Examination (OSCE) [13] has been used to assess clinical performance of trainees on various clinical stations (comprising different tasks). Since OSCE mainly focuses on the assessment of procedural knowledge and attitude of the trainee towards the patient, technical evaluation of psychomotor skills is not given leading relevance [9].…”

mentioning

confidence: 99%

Methods and Tools for Objective Assessment of Psychomotor Skills in Laparoscopic Surgery

García

Sánchez-González

Lamata

et al. 2011

Journal of Surgical Research

131

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Training and assessment paradigms for laparoscopic surgical skills are evolving from traditional mentortrainee tutorship towards structured, more objective and safer programs. Accreditation of surgeons requires reaching a consensus on metrics and tasks used to assess surgeons' psychomotor skills. Ongoing development of tracking systems and software Solutions has allowed for the expansión of novel training and assessment means in laparoscopy. The current challenge is to adapt and include these systems within training programs, and to exploit their possibilities for evaluation purposes. This paper describes the state of the art in research on measuring and assessing psychomotor laparoscopic skills. It gives an overview on tracking systems as well as on metrics and advanced statistical and machine learning techniques employed for evaluation purposes. The later ones have a potential to be used as an aid in deciding on the surgical competence level, which is an important aspect when accreditation of the surgeons in particular, and patient safety in general, are considered. The prospective of these methods and tools make them complementary means for surgical assessment of motor skills, especially in the early stages of training. Successful examples such as the Fundamentáis of Laparoscopic Surgery should help drive a paradigm change to structured curricula based on objective parameters. These may improve the accreditation of new surgeons, as 1 To whom correspondence and reprint requests should be addressed at Bioengineering and Telemedicine Centre (GBT), ETSI Telecomunicación, Universidad Politécnica de Madrid (UPM). Avda Complutense, 30, 28040, Madrid, Spain. E-mail: ioropesa@gbt.tfo. upm.es. well as optimize their already overloaded training schedules.

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Assessment of clinical competence using objective structured examination.

Cited by 1,347 publications

References 7 publications

Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation

Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience

Methods and Tools for Objective Assessment of Psychomotor Skills in Laparoscopic Surgery

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