Développement d’un examen clinique objectif structuré (ECOS) pour évaluer les compétences des étudiants en médecine vasculaire

Risse, Jacques; Busato, Thomas; Dufrost, V.; Perri, María Emilia; Zuily, Stéphane; Wahl, D.

doi:10.1016/j.jdmv.2017.02.002

Cited by 2 publications

(2 citation statements)

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“…3 The OSCE has demonstrated validity and reliability for assessing medical trainees' clinical skills in multiple disciplines. 3,4 Literature supports the use of OSCEs to evaluate clinical knowledge and competence, professional judgment, problem-solving skills, and interpersonal and communication skills. [5][6][7] The combination of OSCE with standardized board examinations has the potential to become the gold standard for measuring physician competence.…”

Section: Introductionmentioning

confidence: 99%

Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study

et al. 2021

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Objectives: This study aims to understand students’ perception of the usefulness of end-of-clerkship (EOC) as compared to professional exam Objective Structured Clinical Examinations (OSCE) and to compare student performance in both examinations. Methods: We conducted a cross-sectional study of medical students who were studying in the final year at Shifa College of Medicine, Shifa Tameer-e-Millat University, and appeared in both end-of-clerkship and final professional exams. The study was conducted in October 2019. The data was collected through a self-constructed questionnaire. The scores of all participants were also recorded. The data obtained was analyzed on IBM’s statistical package for the social sciences (SPSS) version 23 (IBM, Armonk, NY). Descriptive statistics were used for qualitative variables. Mean and standard deviation was calculated for quantitative variables. Chi-square test was also applied to assess for significant differences. Results: Out of 115 participants, 57 (49.6%) were males and 58 (50.4%) were females. Most of the participants (75.7%) agreed that both OSCEs were well-structured. Participants found that both the exams give a good cross-section of paediatrics and allowed them to learn something new (p=0.00). 45% of participants perceived that the end-of-clerkship OSCE exam helped in orienting them for the final professional exam by identifying their weaknesses. Conclusion: Although the EOC OSCE served as a good preparatory exercise, it did not alleviate the stress levels. However, the results in both OSCEs were comparable and students were satisfied with the current weightage of marks distribution. doi: https://doi.org/10.12669/pjms.37.2.3422 How to cite this:Khan SA, Aaraj S, Talat S, Javed N. Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study. Pak J Med Sci. 2021;37(2):---------. doi: https://doi.org/10.12669/pjms.37.2.3422 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Introductionmentioning

confidence: 99%

Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study

et al. 2021

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“…While there has been a scarcity of studies investigating the diagnostic skills of senior medical students, 19 a recent report by Page and colleagues found that different medical schools incorporate diagnostic reasoning into their curriculum in different ways 16 . Some medical schools use Objective Structured Clinical Examinations (OSCEs) to assess the diagnostic reasoning skills of their students.Although it has been shown that well-designed OSCEs can reliably assess various clinical skills, 20 in their current form, they may not be optimal for assessing complex cognitive skills, such as diagnostic reasoning 16 . Previous studies have indicated that the performance scores on OSCEs do not correlate with diagnostic reasoning ability or diagnostic accuracy, 21 - 23 however, the reasons for this have yet to be explored.…”

Section: Introductionmentioning

confidence: 99%

Fourth-year medical students’ experiences of diagnostic consultations in a simulated primary care setting

2019

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ObjectivesThe aim was to explore the experiences of fourth-year medical students of diagnostic consultations in a simulated primary care setting, in order to gain an insight into the suitability of such simulated consultations for assessing the diagnostic reasoning skills of medical students.MethodsThis single-centre study employed a qualitative, cross-sectional design. Twelve fourth-year medical students volunteered to be filmed across 21 simulated, primary care consultations. The setting closely resembled OSCE stations, with a clinician present at each station monitoring the students’ performance using a station-checklist. Upon completion of each station, participants reflected on their experiences using video-stimulated recall. Interviews were transcribed and analysed using Interpretative Phenomenological Analysis. ResultsThe simulated scenarios were often perceived to have limited fidelity with predictable outcomes. At times, preoccupation with the assessment checklist meant that students were more likely to focus on asking questions than interpreting the information they were gaining. Some students felt scrutinized during the consultations, while others struggled to adapt to the time pressure. Overall, the artificial setting seemed to promote a reductionist diagnostic approach and an attitude of ‘ticking boxes’ rather than engaging in active diagnostic reasoning. ConclusionsThe present findings call into question the assumption that observation-based assessment of the performance of medical students during simulated consultations can be reliably used to assess their diagnostic skills. Future studies need to explore how current assessment modalities could be better adapted to facilitate active engagement in diagnostic reasoning.

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Développement d’un examen clinique objectif structuré (ECOS) pour évaluer les compétences des étudiants en médecine vasculaire

Cited by 2 publications

References 24 publications

Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study

Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study

Fourth-year medical students’ experiences of diagnostic consultations in a simulated primary care setting

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