The Objective Structured Clinical Examination

Carraccio, Carol; Englander, Robert

doi:10.1001/archpedi.154.7.736

Cited by 158 publications

(43 citation statements)

References 26 publications

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“…10 OSCE has become the gold standard over the world as a tool for evaluating the clinical competency of medical students. 811 Although a wellconstructed and implemented OSCE is a valid and reliable method of evaluating clinical competence, 12,13 there is overwhelming evidence from the literature to support that it is not without limita tions. 1416 Beside human resources, time consuming issues and managing the complexity of such exam, the method of assessment as well as the examination proce dure, may also differ from one OSCE to another.…”

mentioning

confidence: 99%

Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program

Almuqdadi¹,

Yousef²,

Majdalawi³

et al. 2017

IJPER

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Introduction and purpose: In schools not performing OSCE method, faculty members' lack of time, human resources and managing the complexity of such exam are the most common obstacles. In this study, we utilized different methods to evaluate the the validity and reliability of a simple diversified OSCE as part of final exam for ambulatory care clerkship along with the theoretical exam. Methods: We analyzed the correlation and difference between students' achievements in the written exam and their achievements in OSCE. We also compared between students' achievements according to each OSCE station they enrolled in. As students' feedback is an important indicator of the success of the learning process, students' feedback about OSCE was also measured. Results: A moderate correlation was observed between students' overall marks in OSCE and that in written exam (r 2 = 0.36 p= 0.001). Prescription station showed a moderate correlation with the written exam (r 2 = 0.30, p < 0.001) and the counseling station showed a weak correlation (r

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mentioning

confidence: 99%

Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program

Almuqdadi¹,

Yousef²,

Majdalawi³

et al. 2017

IJPER

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“…In addition to the previous advantages already outlined, Ulfvarson and Oxelmark [22] found that the OSCE can also be used for examining learning outcomes especially those comprising practical skills, such as medical techniques and interpretation of results. It has been recognized as a reliable and valid method to assess clinical skills competency [16,[39][40][41], and Carraccio and Englander [42] have suggested that the OSCE becomes a key standard for assessing clinical competence. Some criticisms of the OSCE have, however, been identified.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

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Introduction: In Slovene nursing higher education, there is a lack of empirical evidence to support the choice of tolls for assessment of clinical skills and competencies. This literature review aims to critically discuss identified methods of clinical nursing skills assessment and competencies currently used in nursing higher education in other countries.Methods: An electronic data base search was conducted using Medline, CINAHL, and PubMed. The search was limited to empirical research published within the previous 5 years. Full-text available articles published in peer-reviewed journals and written in English were included. The Mixed Methods Appraisal Tool (MMAT) was used to appraise and describe the methodological quality. The synthesis of the results was reported narratively.Results: From 160 identified records, 12 studies were retained based on the inclusion and exclusion criteria. A number of approaches are currently being used and include a variety of assessment tools, objective structured clinical examinations (OSCEs), and complex assessment approaches. Discussion and conclusion:Results present an overview of current clinical assessment in the clinical environment and in the clinical skills laboratories (CSLs). There is a need to develop a holistic approach to clinical skills competency assessment with a reasonable level of validity and reliability.

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“…OSCEs are now used in the assessment of medical and allied health professionals throughout the world (3) and in all specialties (3,4)The use of Objective Structured Clinical Examination's (OSCE's) was first described by Harden & Gleeson (1). They described a system where students would rotate around a series of stations on a hospital ward.…”

Section: Introductionmentioning

confidence: 99%

“…They described a system where students would rotate around a series of stations on a hospital ward. Their work was based on the work by Barrows and Abrahamson (2) who described the use of 'simulated patients' in evaluating the students completing their Neurology clerkshipOSCEs are now used in the assessment of medical and allied health professionals throughout the world (3) and in all specialties (3,4).…”

Section: Introductionmentioning

confidence: 99%

The introduction and evaluation of a consultant led formative OSCE (F-OSCE)

Jeffreys¹,

Vallabhaneni²

2018

MedEdPublish

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This article was migrated. The article was not marked as recommended. Background & AimsThe use of OSCEs as a tool to examine students has been extensively evaluated and they are now seen as the gold standard in examination tools in the examination of medical and allied health students throughout the world. As part of the Child Health attachment at Swansea University Medical School, a formative OSCE has been introduced as a teaching method. This also aids in exposing students to an OSCE in a non-simulated Paediatric environment for the first time. The aim of this study is to evaluate whether students find the formative OSCE a helpful teaching tool.MethodsAn online questionnaire was send to students following their five week specialty attachment. Responses to the survey were voluntary and anonymous. The survey explored student's attitudes before and after the formative OSCE.Results47 students responded out of 69. Overall, students reported a high level of satisfaction with the formative OSCE. 95% found it useful to their learning, with 89 % stating their knowledge improved following the formative OSCE. 100% described the feedback they received immediately following their OSCE as helpful while 65% reported feeling anxious prior to their OSCE.ConclusionIt can be concluded the formative OSCE was a successful aid to assess students. Majority reported positive experiences and felt that the formative OSCE aided their learning. Students suggested similar assessments would be beneficial in other specialty attachments. Formative OSCE's, when conducted in ideal environment, can fulfill both regulatory and supervisory requirements.

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The Objective Structured Clinical Examination

Cited by 158 publications

References 26 publications

Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program

Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program

Assessment of Clinical Nursing Competencies: Literature Review

The introduction and evaluation of a consultant led formative OSCE (F-OSCE)

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