The objective structured clinical examination in dentistry: strengths and weaknesses

Кемелова, Г. С.; Tuleutaeva, S. T.; Аимбетова, Д. Б.; Garifullina, R. R.

doi:10.17116/stomat2019980418

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Many educationists assume that the OSPE method can be an effective tool for evaluating basic science skills, at each station, a student performs a different task or mission [11]. OSPE is said to be a reliable method that can discriminate between various groups of students [12]. At the time of the exam, in different stations, it also measures the student's mental attendance and attitude toward learning [13].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of OSPE in Medical Laboratory Sciences Department: Post- Examinations Quality Metrics

Alsagheer

Waggas

Hassanien

2021

JESBS

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Introduction: Assessment plays a major role in improving the learning and teaching process. The practical examination has a key role in the assessment of students' competences. In conventional method, the judgment of students' performances is mainly subjective because the same performance of students is graded differently by different examiners. Successful implementation of OSPE deals with this major deficit of the conventional methods Assessing the assessment is very important because the implementation of OSPEs are very complex and resource intensive, as it needs large numbers of examiners, candidates and physical resources and equipment as well as time. Assurance of sufficient quality of OSPEs by a range of metrics that gives us critical view about the assessment process as a whole, rather than focusing on candidate outcomes only. Objectives of the study: The objectives of this study were To evaluate OSPEs conducted by Medical laboratory sciences department in Fakeeh College for Medical Sciences(FCMS) with regards to their quality metrics as an assessment tool. Results: A cross-sectional analytic study was conducted in Medical Laboratory Sciences Department Practical Examinations at FCMS Before OSPE conduction, the different stations were revised for criteria of content coverage, skills assessed, clarity of language, dominant domain assessed, and time allocated for each station. Post examinations quality metrics results showed that the reliability of the different examination in Medical Laboratory Sciences department ranged from 0.75 to 0.93 that mean good to excellent reliability. One OSPE showed that one or two stations didn't contribute to the overall all reliability of the whole exam. All OSPEs showed that there are good positive correlation between the theoretical and practical part of the course, and this come with the concurrent evidence of validity.

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Section: Discussionmentioning

confidence: 99%

Evaluation of OSPE in Medical Laboratory Sciences Department: Post- Examinations Quality Metrics

Alsagheer

Waggas

Hassanien

2021

JESBS

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“…The objective structured clinical examination (OSCE) is an efficient method of assessing students’ clinical competency and skills [ 13 ]. It is used routinely in dentistry for student assessment [ 14 ]. Studies have shown that students feel less confident about the skills they learn using traditional, didactic teaching methods, and this makes learning difficult [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Educational Videos as an Adjunct Learning Tool in Pre-Clinical Operative Dentistry—A Randomized Control Trial

et al. 2022

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Background: E-learning is an important adjunct used for teaching clinical skills in medicine dentistry. This study evaluated and compared the effectiveness of e-learning resources as an additional teaching aid to traditional teaching methods in male and female students and based on CGPA scores in a pre-clinical operative skill course. Methods: A randomized control trial was conducted in the College of Dentistry, Jouf University, to assess the impact of e-learning resources in learning clinical skills in a pre-clinical operative dentistry course. Fifty second-year dental students were randomly divided into two groups, with 25 students each. Group A (control group) was taught using traditional teaching methods, and Group B (intervention group) used e-learning resources along with traditional methods. Both groups were assessed using objective structured clinical examinations (OSCEs). Standardized forms prepared by faculty members were used to assess the students. The students also filled in a questionnaire afterwards to provide feedback regarding the e-learning resources. Results: The difference between both groups was statistically significant (p < 0.05). Female students performed better in three OSCE stations out of six. Furthermore, the students positively responded to the use of additional resources. Conclusion: The use of e-learning resources in pre-clinical operative dentistry courses can be a useful adjunct to traditional teaching methods and can result in better learning of dental pre-clinical operative skills.

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Objective structured clinical examination (OSCE) to assess the clinical skills of physical therapy students when using physical agents

2021

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Introduction: The use of Physical Agents (PA) in the practice of physical therapy (PT) specialty requires clinical reasoning and knowing their risks and contraindications; however, sometimes deficiencies are observed when used in clinical practice. Objective: To implement the Objective Structured Clinical Evaluation (OSCE) methodology for the assessment of clinical skills in physical therapy specialty students when using PA. Materials and methods: A pilot non-experimental cross-sectional study was conducted in 114 physical therapy students enrolled during the first semester of 2019 in a PA course offered at the Universidad Andres Bello, Santiago, Chile. The OSCE consisted of seven peer-validated stations in which various skills were implemented in simulated clinical scenarios to achieve learning outcomes associated with the use of PA, namely: S1: Connective tissue flexibility; S2:Muscle relaxation; S3:Analgesia; S4:Drainage; S5:Strengthening; S6:Parameters interpretation, and S7:Equipment installation. Observers at each station assessed students’ clinical skills and decision-making using a checklist. OSCE scores were described using medians and interquartile ranges, representing the data dispersion between the 25th and 75th percentile (P25-P75). Stations scores by gender were compared using the Mann-Whitney U test. Results: Median scores were higher than the minimum passing score in stations S1 (66, IQR: 52-70), S2 (55, IQR: 45-60), S3 (60, IQR: 50-69), S4 (65, IQR: 55-73), and S7 (40, IQR: 33-45), but they were below the passing score in stations S5 (54, IQR:46-65) and S6 (10, IQR: 9-13). In addition, 101 (88.59%) students had a global passing score in the OSCE. Conclusion: The OSCE scores obtained by the participants show their attainment of clinical skills when using PA, since most of them obtained a global passing score; however, reinforcing the parameters interpretation clinical skills is necessary, since the lowest mean score was obtained in said station.

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The objective structured clinical examination in dentistry: strengths and weaknesses

Cited by 3 publications

References 5 publications

Evaluation of OSPE in Medical Laboratory Sciences Department: Post- Examinations Quality Metrics

Evaluation of OSPE in Medical Laboratory Sciences Department: Post- Examinations Quality Metrics

Educational Videos as an Adjunct Learning Tool in Pre-Clinical Operative Dentistry—A Randomized Control Trial

Objective structured clinical examination (OSCE) to assess the clinical skills of physical therapy students when using physical agents

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