The Use of the Objective Structured Clinical Examination (OSCE) for Evaluation and Instruction in Graduate Medical Education

Sloan, David A.; Donnelly, Michael B.; Schwartz, Richard W.; Felts, Janet; Blue, Amy V.; Strodel, William E.

doi:10.1006/jsre.1996.0252

Cited by 113 publications

(70 citation statements)

References 16 publications

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“…11,12 Objective structured clinical examination (OSCE) is a well-established tool for assessing clinical competence because it is a performance-based test that evaluates clinical knowledge, professional judgment, communication, interpersonal skills, problem-solving skills, and resolution development. [13][14][15][16][17] In a 2009 survey of US colleges and schools of pharmacy, Sturpe identified 32 programs using OSCEs, only 4 of which incorporated OSCE as an assessment tool in therapeutic courses. 18 Pharmacy OSCEs are also frequently used in laboratory courses, advanced pharmacy practice experience (APPE), yearly summative examinations, 11,[19][20] continuing education, 21 and licensure.…”

Section: Introductionmentioning

confidence: 99%

An Objective Structured Clinical Examination to Assess Problem-Based Learning

Salinitri

O’Connell

Garwood

et al. 2012

American Journal of Pharmaceutical Education

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Objectives. To compare pharmacy students' performance on an objective structured clinical examination (OSCE) to their performance on a written examination for the assessment of problem-based learning (PBL); and to determine students' and faculty members' perceptions of OSCEs for PBL evaluations. Design. Four OSCEs were added to the written examination to assess 4 PBL cases in a third-year pharmacotherapy course. OSCE scores were compared to written examination scores. Faculty members evaluated student performance. Assessment. OSCE performance did not correlate with the written-examination scores. Most students ($ 75%) agreed that OSCEs reflected their learning from PBL and measured knowledge, communication, and clinical skills. A majority of faculty members ($75%) agreed that OSCEs should be part of PBL assessment. Conclusions. Addition of an OSCE to written examinations was valued and provided a more comprehensive assessment of the PBL experience.

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Section: Introductionmentioning

confidence: 99%

An Objective Structured Clinical Examination to Assess Problem-Based Learning

Salinitri

O’Connell

Garwood

et al. 2012

American Journal of Pharmaceutical Education

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“…[3][4][5] Communication and interpersonal skills, ethical and professional judgment, and complex ethical problem identification and resolution skills may be assessed more effectively and efficiently through a well-designed OSCE than through other testing methods. 6,7 Experiences in other health professions have established the reliability and validity of a well-constructed and implemented OSCE. [8][9][10] The use of OSCEs in high-stakes settings (such as certification examinations and maintenance of competency reviews) has demonstrated their value in assessing clinical competency.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation Processes for an Objective Structured Clinical Examination (OSCE) for Entry-to-Practice Certification in Pharmacy: The Canadian Experience

Austin¹,

O'Byrne²,

Pugsley³

et al. 2003

Am J Pharm Educ

106

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Objectives. An objective structured clinical examination (OSCE) was developed and validated as an addition to the entry-to-practice examination for pharmacists that previously consisted of both a multiple-choice, case-based written test of clinical knowledge and a performance assessment. Methods. Designing the OSCE for entry-to-practice certification of pharmacists in Canada required extensive consultation with stakeholders, development of an examination blueprint outlining competencies to be assessed, careful development and validation of multiple OSCE stations with tasks linked to the blueprint, development of assessment instruments, field testing of stations, development and validation of standard-setting procedures, and protocols for data collection and analysis. Results. The examination was field tested, finalized, and first delivered in May 2001. Preliminary analysis of results indicated the development and validation processes were successful in producing an OSCE model that is reliable with valid outcomes, defensible, and feasible. Conclusion. The Pharmacy Examining Board of Canada's Qualifying Examination (Part II -OSCE)represents the first time that a multi-site national licensing exam for entry-level practitioners in pharmacy has incorporated an objective structured clinical examination component. Together, the written and OSCE exams provide a broad assessment of competency, to ensure entry-level practitioners meet standards of practice for the protection of the public.Keywords: Examination, Certification, Clinical Assessment, OSCE, Pharmacy Education, Test Format, Testing specific medical conditions or drug-related problems), or "standardized clients" (actors or other health professionals who have been specially trained to portray allied health professionals in an interdisciplinary health care context). A candidate in an interactive station is observed and assessed by a trained examiner using a standardized marking key. Non-interactive (or quiet) stations typically are written responses to tasks or problems and involve no direct observation and assessment.

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“…[7][8][9][10] Studying what determines the experts' overall ratings is important not only for obtaining better quality information regarding assessment, but also for improved focus in the feedback to examinees. This has increasingly been incorporated into objective examinations, 16 thus increasing the educational value of assessment procedures. 3 The present study investigated whether overall ratings attributed by expert physicians to medical students' history-taking skills were influenced by specific components of performance.…”

Section: Discussionmentioning

confidence: 99%

Significance of experts' overall ratings for medical student competence in relation to history-taking

Troncon

2006

Sao Paulo Med. J.

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CONTEXT AND OBJECTIVE: Overall ratings (ORs) of competence, given by expert physicians, are increasingly used in clinical skills assessments. Nevertheless, the influence of specific components of competence on ORs is incompletely understood. The aim here was to investigate whether ORs for medical student history-taking competence are influenced by performance relating to communication skills, completeness of questioning and asking contentdriven key questions. DESIGN AND SETTING: Descriptive, quantitative study at Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. METHODS: Thirty-six medical students were examined in a 15-station high-stake objective structured clinical examination (OSCE). At four stations devoted to history-taking, examiners filled out checklists covering the components investigated and independently rated students’ overall performance using a five-point scale from 1 (poor) to 5 (excellent). Physician ratings were aggregated for each student. Nonparametric correlations were made between ORs. RESULTS: ORs presented significant correlations with checklist scores (Spearman’s rs = 0.38; p = 0.02) and OSCE general results (rs = 0.52; p < 0.001). Scores for "communication skills" tended to correlate with ORs (rs = 0.31), but without reaching significance (p = 0.06). Neither the scores for "completeness" (rs = 0.26; p = 0.11) nor those for "asking key questions" (rs = 0.07; p = 0.60) correlated with ORs. CONCLUSIONS: Experts’ overall ratings for medical student competence regarding history-taking is likely to encompass a particular dimension, since ratings were only weakly influenced by specific components of performance.

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The Use of the Objective Structured Clinical Examination (OSCE) for Evaluation and Instruction in Graduate Medical Education

Cited by 113 publications

References 16 publications

An Objective Structured Clinical Examination to Assess Problem-Based Learning

An Objective Structured Clinical Examination to Assess Problem-Based Learning

Development and Validation Processes for an Objective Structured Clinical Examination (OSCE) for Entry-to-Practice Certification in Pharmacy: The Canadian Experience

Significance of experts' overall ratings for medical student competence in relation to history-taking

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