Peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station – pros and cons

Melcher, Peter; Zajonz, Dirk; Röth, Andreas; Heyde, Christoph‐E.; Ghanem, Mohamed

doi:10.3205/iprs000096

Cited by 7 publications

(3 citation statements)

References 16 publications

(16 reference statements)

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“…The Objective Structured Clinical Examination (OSCE) is a clinical examination that reinforces practical competencies. It was first implemented in the mid-1970s to evaluate the clinical performance ability of medical students [5] and quickly became a method for the technical evaluation of nursing and healthcare-affiliated students [6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

“…The OSCE evaluates the skills of nursing students using an education method that translates classroom theory and in-class clinicals into clinical training [10]. As a result, educators have developed scenarios that reflect the learning objectives and content of the OSCE, arranged OSCE stations, and created virtual realities using a simulator or trained standardized patients [8,11]. Using the OSCE, students are evaluated on basic core nursing skills and knowledge, patient and team-member communication skills, the education of patients and family members, patient assessment, and problem-solving [8,12].…”

Section: Introductionmentioning

confidence: 99%

“…As a result, educators have developed scenarios that reflect the learning objectives and content of the OSCE, arranged OSCE stations, and created virtual realities using a simulator or trained standardized patients [8,11]. Using the OSCE, students are evaluated on basic core nursing skills and knowledge, patient and team-member communication skills, the education of patients and family members, patient assessment, and problem-solving [8,12]. The OSCE checklist for evaluating students should consist of items that incorporate all aspects of nursing practice.…”

Section: Introductionmentioning

confidence: 99%

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The effect of objective structured clinical examinations for nursing students

Lim

2023

PLoS ONE

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Twenty core nursing skills have been identified by the Korean Accreditation Board of Nursing Education. Proficiency in these skills is essential for all nursing professions, and many educational strategies exist to develop these skills in nursing students, including the Objective Structured Clinical Examination (OSCE). To date, no study on the effects of the OSCE on nursing education has been published. Therefore, we evaluated the effects of the OSCE on the core nursing skills of 207 pre-licensure nursing students in Korea. We measured the nursing students’ confidence, skills, and knowledge acquisition and retention. A one-way analysis of variance and Fisher’s least significant difference were used for data analysis. Among the four nursing areas (fall, transfusion, pre-operative, and post-operative), students demonstrated the highest confidence level scores in pre-operative nursing. On the OSCE, students scored the highest in transfusion nursing. Significant differences were found between prior knowledge, knowledge acquisition, and retention. Our findings confirm that the OSCE, after lectures and core nursing skill practice, improved the retention of nursing students’ knowledge. Therefore, this program can positively influence nursing students’ knowledge level, and implementing the OSCE can strengthen students’ clinical competency.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of objective structured clinical examinations for nursing students

Lim

2023

PLoS ONE

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Indications and techniques for non-articulating spacers in massive bone loss following prosthetic knee joint infection: a scoping review

Sina,

Sabah,

Schrednitzki

et al. 2023

Arch Orthop Trauma Surg

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Klinisch-praktische Prüfungen in der orthopädischen Lehre: Wer ist der „ideale“ Prüfer?

Melcher¹,

Röth²,

Ghanem³

et al. 2017

Z Orthop Unfall

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Medical curricula require an increasing amount of integrated clinical practical skills education. German medical faculties are increasingly implementing the OSCE (objective structured clinical examination) to test students' practical as well as communication skills. Teaching and assessment tools for practical skills include simulators and simulated patient scenarios, where peer-assisted teaching (PAT) is applied. Trained student tutors support this process. This study examines for the first time the use of PAT student tutors as examiners in an orthopaedic OSCE unit and the existence of possible differences in rating between faculty and PAT student tutors. N = 94 students (out of n = 324) in their first clinical year were randomly assigned to the OSCE unit "spine and pelvis examination" in March/April 2016 and data were collected over the three-day OSCE period. A structured checklist was developed and the two examiners (one university professor from the Department of Orthopaedics, one PAT student tutor) received identical preparatory training. The checklist was completed by both examiners independently and data were collected for statistical analysis. The analysis focused on the overall evaluation in points, as well as separate checklist sections focusing on different competences and comparison of the three consecutive examination days. Analysis was conducted by SPSS. The average number of points in the overall evaluation was 19.5 (out of 25) points. The student tutor evaluated the students with an average of 19.1 points, the professor with 19.9 points. A significant difference was observed between the two examiner evaluations of day one (p < 0.001) and in the overall analysis (p < 0.001). On OSCE examination days 2 and 3, no significant differences in evaluation were observed. The analysis shows only one significant evaluation difference between the two assessors, with the PAT student tutor's evaluation being stricter. The authors conclude that a point difference of 0.8 out of 25 in the average overall evaluation and an interrater reliability of 0.95 in an orthopaedic OSCE station examining practical skills as well as communication skills justifies employing PAT student tutors as assessors in this context. The obligatory requirements for this are a detailed PAT student tutor training, the development of a well-structured and valid checklist, as well as continuous quality assurance of the overall OSCE.

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Peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station – pros and cons

Cited by 7 publications

References 16 publications

The effect of objective structured clinical examinations for nursing students

The effect of objective structured clinical examinations for nursing students

Indications and techniques for non-articulating spacers in massive bone loss following prosthetic knee joint infection: a scoping review

Klinisch-praktische Prüfungen in der orthopädischen Lehre: Wer ist der „ideale“ Prüfer?

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