The validity and reliability of an OSCE in dentistry

Brown, George; Manogue, Michael; Martin, Muir

doi:10.1111/j.1600-0579.1999.tb00077.x

Cited by 66 publications

(84 citation statements)

References 11 publications

(9 reference statements)

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“…Comparison of difficulty/ease between the groups, the staff graded OSCE as being easy (4.07) after pilot/mini OSCE, but the students had a differing opinion (3.02); this difference was statistically significant. Overall, the students perceived OSCE to be a difficult form of assessment compared to the staff; this is a commonly reported trend in many other similar studies as the students perceive exams to be more difficult than the staff members [12,13]. In addition, it was the first time OSCE experience for the students, and this could have contributed to the difficulty perceived by the students.…”

Section: Discussionmentioning

confidence: 81%

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

Majid¹,

Alikutty²,

Rahaman³

2017

J Contemp Med Edu

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Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes, and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, objective structured clinical examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy, and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students toward OSCE in a dental school. Materials and Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance toward the introduction of OSCE in the course of oral medicine, 14 staff members and 36 students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except "increase use." In the student group, "increase use" and "difficulty/ease" improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff was significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.

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Section: Discussionmentioning

confidence: 81%

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

Majid¹,

Alikutty²,

Rahaman³

2017

J Contemp Med Edu

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“…It has been reported that in the OSCE, there is a discrepancy between the average score in medical interviews at the first visit and other domains, which reveals the specificity of this assignment (13)(14)(15). In addition, a difference in difficulty level was observed in the post-graduate medical interview evaluation; this raises minimization of the difference in difficulty levels between other domains as an issue to be discussed in the future.…”

Section: Discussionmentioning

confidence: 99%

An Examination of the Post-graduate Dental Clinical Competency Evaluation at the End of Clinical Training for Professionalism in Dental Education

et al. 2017

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In the current post-graduate dental clinical training program, various clinical competency evaluation methods have been reported based on a nationwide dental university survey, in an attempt to advance and improve the evaluation methods. However, the point has not yet been reached for establishing clear evaluation standards and task items for a clinical competency evaluation for the overall evaluation at the end of training. Moreover, in post-graduate dental clinical training, multiple training programs are established. Because the same examination is conducted among trainees completing different programs, the evaluation method must be appropriate and standardized, taking into account differences in training content. However, no reports exist regarding an investigation of the evaluation. In the present study, we evaluated the post-graduate dental clinical competency examination as a pilot study with the objective of establishing a clinical competency evaluation for professionalism in dental education. An examination was conducted among clinical dental trainees at the end of their clinical training, based on their programs. The evaluation items included skill examinations as clinical training competency achievement confirmation testing. As a control, an evaluation on knowledge was included among the analysis items. The mean evaluation results for the skill examinations by program indicated no significant differences between programs. In the knowledge examination, the mean evaluation results in one program(clinical training in combined-and cooperative-type facilities)was significantly higher compared with the other programs(p < 0.01). Differences in difficulty level were observed in the evaluation items according to program(p < 0.05, p < 0.01). These results suggest that no significant differences between training programs were found in the scores, although there was a significant between programs in the knowledge evaluation. Therefore, it is considered necessary to establish an appropriate and standardized post-graduate dental clinical competency evaluation by reviewing the method of comparison between programs and by further reducing the differences in difficulty between tasks.

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“…The stations and the marking criteria are created by faculty members who are experts or specialists in the topics covered and who have taught the students. OSCE stations should be authentic, match clinical situations and should feel realistic (Brown, Manogue, & Martin, 1999).…”

Section: Content Evidencementioning

confidence: 99%

Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum

Zarić¹,

Belfield²

2015

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The Objective Structured Clinical Examination (OSCE) is a test of skills, behaviour, attitudes and application of knowledge, which has been an integral part of medical and dental curricula since late 1970s. As a procedural exam, it has been successfully supplementing other outcome-oriented assessment methods in order to measure students' preparedness to practice. In addition to making a judgement about competence, the aim of assessment is to guide future learning and shape values. These added benefits can be harnessed by providing feedback on the students' performance and encouraging reflection. As a tool to reinforce or modify behaviour by focusing on actual performance (compared with the intended performance level), feedback is central to support cognitive and professional development, especially in the early stages of the clinical curriculum. OSCE with immediate feedback combines a work-based assessment method and a short, immediate feedback discussion with the examiner on the student's performance before they move to the next station. To get the most out of this modified assessment, it should be implemented early in the clinical curriculum. Giving feedback immediately after a task is an efficient learning method and valuable tool for improving student experience. The aim of this paper is to assess the validity and reliability of the OSCE with immediate feedback as an exciting and valuable learning opportunity for students and a revolutionary new informative assessment method for teachers.

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The validity and reliability of an OSCE in dentistry

Cited by 66 publications

References 11 publications

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

An Examination of the Post-graduate Dental Clinical Competency Evaluation at the End of Clinical Training for Professionalism in Dental Education

Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum

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