Objective Structured Clinical Exams (OSCE) are a feasible method of teaching how to discuss a nonepileptic seizure diagnosis

Valentine, David C.; Kurzweil, Arielle; Zabar, Sondra; Lewis, Ariane

doi:10.1016/j.yebeh.2019.106526

Cited by 11 publications

(3 citation statements)

References 34 publications

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“…OSCE has many advantages, such as detecting clinical skills that cannot be detected by traditional written test and overcoming subjective differences of grading teachers. Therefore, the application of OSCE, especially the use of SP-OSCE research and practice in Europe and the United States has been surging, and at the same time, has also been promoted to the training of resident doctors and specialist examinations [14,15]. 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].…”

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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“…3 Simulation, namely the use of standardized patients (SPs), provides an ideal method for assessing residents' current skills, giving them an opportunity to practice; providing immediate feedback; and informing program-level evaluation of the residents' curriculum and training experiences-all within a highly relevant, "just-in-time" framework. [4][5][6][7] As such, we designed and implemented an OSCE station where residents were tasked with engaging and educating a vaccine-hesitant patient. We used this OSCE case as a "just-in-time" assessment of our residents' skills in overcoming vaccine hesitancy, provided immediate feedback to residents, and used the results to plan a future residency training.…”

Section: Introductionmentioning

confidence: 99%

“I Don’t Trust It”: Use of a Routine OSCE to Identify Core Communication Skills Required for Counseling a Vaccine-Hesitant Patient

et al. 2022

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BACKGROUND: Vaccine hesitancy is challenging for clinicians and of increasing concern since COVID-19 vaccination rollout began. Standardized patients (SPs) provide an ideal method for assessing resident physicians' current skills, providing opportunity to practice and gain immediate feedback, while also informing evaluation of curriculum and training. As such, we designed and implemented an OSCE station where residents were tasked with engaging and educating a vaccine-hesitant patient. AIM: Describe residents' vaccine counseling practices, core communication and interpersonal skills, and effectiveness in meeting the objectives of the case. Explore how effectiveness in overcoming vaccine hesitancy may be associated with communication and interpersonal skills in order to inform educational efforts. SETTING: Annual OSCE at a simulation center. PARTICIPANTS: 106 internal medicine residents (51% PGY1, 49% PGY2). PROGRAM DESCRIPTION: Residents participated in an annual residency-wide, multi-station OSCE, one of which included a Black, middle-aged, vaccine-hesitant male presenting for a routine video visit. Residents had 10 min to complete the encounter, during which they sought to educate, explore concerns, and make a recommendation. After each encounter, faculty gave residents feedback on their counseling skills and reviewed best practices for effective communication on the topic. SPs completed a behaviorally anchored checklist (30 items across 7 clinical skill domains and 2 measures of trust in the vaccine's safety and resident) which will inform future curriculum. PROGRAM EVALUATION: Fifty-five percent (SD: 43%) of the residents performed well on the vaccine-specific education domain. PGY2 residents scored significantly higher on two of the seven domains compared to PGY1s (patient education/counseling-PGY1: 35% (SD: 36%) vs. PGY2: 52% (SD: 41%), p = 0.044 and activation-PGY1: 37% (SD: 45%) vs. PGY2: 59% (SD: 46%), p = 0.016). In regression analyses, education/counseling and vaccine-specific communication skills were strongly, positively associated with trust in the resident and in the vaccine's safety. A review of qualitative data from the SPs' perspective suggested that low performers did not use patient-centered communication skills. DISCUSSION: This needs assessment suggests that many residents needed in-the-moment feedback, additional education, and vaccine-specific communication practice. Our program plans to reinforce evidence-based practices physicians can implement for vaccine hesitancy through ongoing curriculum, practice, and feedback. This type of needs assessment is replicable at other institutions and can be used, as we have, to ultimately shed light on next steps for programmatic improvement.

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“…A review of the literature for publications related to OSCE and epilepsy training revealed only a study by Valentine et al, reporting on the utility of OSCE in training residents to give a diagnosis of psychogenic non-epileptic seizures. 15 A standard epilepsy fellowship involves primarily reading and reporting EEG and attending epilepsy clinics, and there is often little to no observed history-taking, counseling, or neurologic examination, so fellows tend to receive very little feedback in these areas. While OSCEs have been noted to be expensive and labor-intensive in general, our formative epilepsy OSCE has been run with essentially no financial cost and with only one or two staff present (an additional examiner is necessary if the communication station is included).…”

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confidence: 99%

Objective Structured Clinical Examination: Underused Tool in Epilepsy Fellowship Programs?

Myers

2023

Can. J. Neurol. Sci.

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Objective Structured Clinical Exams (OSCE) are a feasible method of teaching how to discuss a nonepileptic seizure diagnosis

Cited by 11 publications

References 34 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

“I Don’t Trust It”: Use of a Routine OSCE to Identify Core Communication Skills Required for Counseling a Vaccine-Hesitant Patient

Objective Structured Clinical Examination: Underused Tool in Epilepsy Fellowship Programs?

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