Clinical Teaching and OSCE in Pediatrics

Abstract

Emphasis is being given to early contact by medical students with patients, and curricula are being designed to address this trend. Although teaching of clinical skills mostly depends on the traditional "apprenticeship" model, there is insufficient supervision of students while they examine the patients. This leads to the lack of acquisition of good clinical skills and some patient-student frustrations during examination by inexperienced students. The problem is greater in pediatric departments. One way to overcome this is to observe the students while they take a history and do a physical examination and to give them feedback. On the other hand, objective structured clinical examinations (OSCEs) should be used more in pediatric examinations to make use of the steering effect such examinations have on student achievement. However, OSCEs should not be the only student assessment tool, but should be complemented by other examination methods.

Objective structured practical examination in experimental physiology increased satisfaction of medical students

“…As students' declaration, exposure to similar types of question with the same difficulty was an important advantage for validation of OSPE by students. In line with our findings it was reported that, OSPE is accepted between students because, it includes a large number of questions and skills with wide variety of physiological concepts, in which students can test for much more abilities compared to TPE (2,9) and they will be more satisfied if their talents considered for assessment (3,22). In addition, Lakshmipathy pointed that students' concentration increased when their skills were demonstrated during OSPE (2).…”

Development of an Objective Structured Clinical Examination (OSCE) for Practicing Substance Abuse Intervention Competencies: An Application in Social Work Education

“…Several articles focus on OSCE's validity and reliability (Battles, Carpenter, Mcinter, & St. Wagner, 1994;Vu & Barros, 1994), while others focus on the logistic aspects of the development of an OSCE (Heard, 1998;Hodges, 2002;Selby 1995). In addition to the fields of general medicine and nursing, OSCEs have been conducted in psychiatry (Hodges, 2002;Loschen, 2002), pediatrics (Kemahli, 2001), and occupational therapy and physiotherapy (Anderson & Stickley, 2002)-all with specific modifications for the unique needs of the learners and their discipline (O'Neil & McCall, 1996).…”

Promoting Clinical Skills Acquisition and Proficiency Using Video Modelling Among Medical Students in Preclerkship

“…According to the Australian Medical Council [AMC] in McKimm (2010: 38) Teaching and learning approaches should be designed to ensure that students acquire the appropriate scientific and clinical knowledge; that they acquire the practical, procedural and communication skills or competencies needed to practice medicine, and that they develop professional attitudes and demonstrate behaviours appropriate to the practice of medicine Kemahli (2001) recommended that training for clinical practice requires a more contemporary approach that fosters trainee's competencies in clinical practice especially among medical students who would be required to perform skills as an evidence of skills, knowledge and attitude acquired in real context. The predominant clinical teaching strategy used for training clinical skills has been the lecture method, cognitive apprenticeship and Objective Structured Clinical Examination (OSCE).…”

“…Assessment and evaluation in clinical training according to Kemahli (2001) also remains an aspect of concern in the teaching of clinical skills. This is because the traditional method of assessment which uses bedside oral examinations and written essays does not sufficiently provide feedback for students to identify errors in the sequence of their performances.…”