Developing and implementing an OSCE in dentistry

Manogue, Michael; Brown, George

doi:10.1111/j.1600-0579.1998.tb00039.x

Cited by 61 publications

(89 citation statements)

References 10 publications

(2 reference statements)

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“…The creation of exam questions, key, and checklist sheets took place over several weeks. This aspect has also been recognized by former organizers of dental as well as medical OSCEs [1,3]. The main issues to consider were the content and the organization of the OSCE.…”

Section: Discussionmentioning

confidence: 93%

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Dental Students Perception And Attitude Towards Their First Exit Objective Structured Clinical Examination

Garoushi

Sm²,

Ai³

2014

Dentistry

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Aim was to assess students' perceptions and attitudes towards having their first summative (OSCE) at the dental school of the Libyan International Medical University, Libya. A 14 item questionnaire used in previous publications was adapted to assess 5 th year students' responses. Twenty four students filled the questionnaire immediately after sitting OSCE examination. The questionnaire was administered to the same group of students on 3 study blocks. A 5 point Likert scale was used for rating. The OSCE consisted of total 72 stations. The responses were analyzed using descriptive statistics. The Cronbach's alpha index of the questionnaire was 0.92 and the mean score of all items was 3.03 (SD 0.09) with a range from 1 to 4. The mean of scores assessed by students regarding the exam easiness was low (2.5). Students score for the adequacy of the stations number and the stations time was 3.3. Based on the evaluations of questionnaires, it could be concluded that our students neutrally evaluated their first experience with OSCE. However, most students perceived it as a difficult method of assessment. Writing stations induced less anxiety than immediately scored ones.

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Section: Discussionmentioning

confidence: 93%

“…Since 1975, the OSCE has been widely used for testing competencies in medical education [1], and around 1997, the OSCE was also introduced in dental education [2][3][4]. The OSCE is a clinical competency test where the student rotates between 10 to 20 test stations with tasks of mostly 5 or 10 minutes in duration.…”

Section: Introductionmentioning

confidence: 99%

Dental Students Perception And Attitude Towards Their First Exit Objective Structured Clinical Examination

Garoushi

Sm²,

Ai³

2014

Dentistry

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“…An outline (matrix/blue print of assessment) of the OSCE stations was established, maximum score was allocated to individual stations and the overall OSCE score was determined matching the respective domain weightage of the competencies and the learning outcome being assessed [8,10]. The competences tested were as detailed in Table 2.…”

Section: Final Oscementioning

confidence: 99%

“…When a change in assessment method (e.g., OSCE) is planned, its introduction must be carefully implemented to gain acceptance and minimize the occurrence of defensive behavior from (dental) teachers and students [8]. Argyris recommended an implementation strategy of advocacy and inquiry to avoid and overcome resistances, monitor the effectiveness of the implementation of a change in an organization and to encourage the acceptance of personal responsibility [9].…”

Section: Introductionmentioning

confidence: 99%

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

Majid¹,

Alikutty²,

Rahaman³

2017

J Contemp Med Edu

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Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes, and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, objective structured clinical examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy, and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students toward OSCE in a dental school. Materials and Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance toward the introduction of OSCE in the course of oral medicine, 14 staff members and 36 students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except "increase use." In the student group, "increase use" and "difficulty/ease" improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff was significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.

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“…OSCE's utility is indubitable in human medicine and has already been used as an assessment method in other health science disciplines such as dentistry (Manogue & Brown, 1998), pharmacy (Sibbald & Regehr, 2003), nursing (Major, 2005), and physiotherapy (Nayer, 1993), among others. In 2006, OSCEs were described as emergent in veterinary medicine education (Hodges, 2006), although projects were already ongoing at different veterinary schools within the United Kingdom, Canada, and Jerusalem at that point, and reports of their use in veterinary education have already been published (Bateman et al, 2008;Hecker et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Evaluación continua mediante exámenes clínicos estructurados por objetivos en Propedéutica Clínica Veterinaria

Sebio

Bermúdez

Castellote

et al. 2015

REDU

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ResumenEl objetivo de este estudio fue evaluar la actitud de los estudiantes de veterinaria hacia el uso de exámenes clínicos estructurados por objetivos (OSCE) como un método para la evaluación continua de la adquisición de las habilidades clínicas relacionadas con el examen físico de los animales. Los estudiantes realizaron quincenalmente dos OSCE a lo largo de un semestre, después de lo cual contestaron voluntariamente a una encuesta that students display a good attitude to being assessed frequently by OSCEs; furthermore, it also helped them not only to study and practice more regularly, but as they were told in advance what they would be assessed on, it also helped them to be more focused during teaching time. Furthermore, they encouraged the maintenance of the assessment method for the following year and also provided some suggestions for improvement. It is therefore concluded that students display a positive attitude to continuous assessment by OSCE, which has an impact not only on the students' learning behavior, but also on the use of teaching hours. Furthermore, students are also delighted to give on the assessment methodology, providing sometimes an insight that could have gone unnoticed by the faculty, and hence their opinion should be requested. ContinuousKey words: Evaluation, clinical skills, students' opinion, competence, clinical education.electrónica de forma anónima antes del examen final escrito. Los resultados del cuestionario indican que los estudiantes mostraron una buena actitud hacia la evaluación frecuente mediante OSCE; por otra parte, esta metodología también les ayudó no sólo a estudiar y practicar con más regularidad, pero como se les facilitó de antemano el listado de habilidades del que iban a ser evaluados, también les ayudó a centrarse más durante el tiempo de docencia presencial. Además, alentaron el mantenimiento del método de evaluación para los cursos sucesivos, y también proporcionaron algunas sugerencias para mejorar. Por tanto, se concluyó que los alumnos muestran una actitud positiva hacia la evaluación continua mediante la OSCE, la cual tiene un impacto no sólo en el comportamiento de aprendizaje, sino también en el uso de las horas de docencia. Por otra parte, los alumnos están encantados de proporcionar su valoración sobre la metodología de evaluación, proporcionando a veces apreciaciones que podrían haber pasado desapercibido a los docentes; y por ello su opinión en este ámbito debe ser también solicitada.

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Developing and implementing an OSCE in dentistry

Cited by 61 publications

References 10 publications

Dental Students Perception And Attitude Towards Their First Exit Objective Structured Clinical Examination

Dental Students Perception And Attitude Towards Their First Exit Objective Structured Clinical Examination

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

Evaluación continua mediante exámenes clínicos estructurados por objetivos en Propedéutica Clínica Veterinaria

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