Abstract:Instructive case-based exams and the following case discussions seemed a high potential and motivating teaching tool in the clinical problem solving domain for 6th year students.
“…2 ). Furthermore, five papers suggested the OSCE as a valuable means for educating medical students on information gathering and processing when they are assessing the identification of the clinical presentation and incorporating the findings into their decision tree [ 44 , 51 – 54 ]. Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Five research groups identified the potential for OSCE stations to be teaching tools for SA within medical education [ 44 , 51 – 53 ]. Generally, studies demonstrated better diagnostic accuracy and reasoning abilities among students when using an underlying analytical approach.…”
BackgroundMedical students may not be able to identify the essential elements of situational awareness (SA) necessary for clinical reasoning. Recent studies suggest that students have little insight into cognitive processing and SA in clinical scenarios. Objective Structured Clinical Examinations (OSCEs) could be used to assess certain elements of situational awareness. The purpose of this paper is to review the literature with a view to identifying whether levels of SA based on Endsley’s model can be assessed utilising OSCEs during undergraduate medical training.MethodsA systematic search was performed pertaining to SA and OSCEs, to identify studies published between January 1975 (first paper describing an OSCE) and February 2017, in peer reviewed international journals published in English. PUBMED, EMBASE, PsycINFO Ovid and SCOPUS were searched for papers that described the assessment of SA using OSCEs among undergraduate medical students. Key search terms included “objective structured clinical examination”, “objective structured clinical assessment” or “OSCE” and “non-technical skills”, “sense-making”, “clinical reasoning”, “perception”, “comprehension”, “projection”, “situation awareness”, “situational awareness” and “situation assessment”. Boolean operators (AND, OR) were used as conjunctions to narrow the search strategy, resulting in the limitation of papers relevant to the research interest. Areas of interest were elements of SA that can be assessed by these examinations.ResultsThe initial search of the literature retrieved 1127 publications. Upon removal of duplicates and papers relating to nursing, paramedical disciplines, pharmacy and veterinary education by title, abstract or full text, 11 articles were eligible for inclusion as related to the assessment of elements of SA in undergraduate medical students.DiscussionReview of the literature suggests that whole-task OSCEs enable the evaluation of SA associated with clinical reasoning skills. If they address the levels of SA, these OSCEs can provide supportive feedback and strengthen educational measures associated with higher diagnostic accuracy and reasoning abilities.ConclusionBased on the findings, the early exposure of medical students to SA is recommended, utilising OSCEs to evaluate and facilitate SA in dynamic environments.
“…2 ). Furthermore, five papers suggested the OSCE as a valuable means for educating medical students on information gathering and processing when they are assessing the identification of the clinical presentation and incorporating the findings into their decision tree [ 44 , 51 – 54 ]. Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Five research groups identified the potential for OSCE stations to be teaching tools for SA within medical education [ 44 , 51 – 53 ]. Generally, studies demonstrated better diagnostic accuracy and reasoning abilities among students when using an underlying analytical approach.…”
BackgroundMedical students may not be able to identify the essential elements of situational awareness (SA) necessary for clinical reasoning. Recent studies suggest that students have little insight into cognitive processing and SA in clinical scenarios. Objective Structured Clinical Examinations (OSCEs) could be used to assess certain elements of situational awareness. The purpose of this paper is to review the literature with a view to identifying whether levels of SA based on Endsley’s model can be assessed utilising OSCEs during undergraduate medical training.MethodsA systematic search was performed pertaining to SA and OSCEs, to identify studies published between January 1975 (first paper describing an OSCE) and February 2017, in peer reviewed international journals published in English. PUBMED, EMBASE, PsycINFO Ovid and SCOPUS were searched for papers that described the assessment of SA using OSCEs among undergraduate medical students. Key search terms included “objective structured clinical examination”, “objective structured clinical assessment” or “OSCE” and “non-technical skills”, “sense-making”, “clinical reasoning”, “perception”, “comprehension”, “projection”, “situation awareness”, “situational awareness” and “situation assessment”. Boolean operators (AND, OR) were used as conjunctions to narrow the search strategy, resulting in the limitation of papers relevant to the research interest. Areas of interest were elements of SA that can be assessed by these examinations.ResultsThe initial search of the literature retrieved 1127 publications. Upon removal of duplicates and papers relating to nursing, paramedical disciplines, pharmacy and veterinary education by title, abstract or full text, 11 articles were eligible for inclusion as related to the assessment of elements of SA in undergraduate medical students.DiscussionReview of the literature suggests that whole-task OSCEs enable the evaluation of SA associated with clinical reasoning skills. If they address the levels of SA, these OSCEs can provide supportive feedback and strengthen educational measures associated with higher diagnostic accuracy and reasoning abilities.ConclusionBased on the findings, the early exposure of medical students to SA is recommended, utilising OSCEs to evaluate and facilitate SA in dynamic environments.
“…Exams can be used strategically to drive learning [16]. Students review textbook concepts in terms of the usage analysis that must be performed not for memorization.…”
Section: Ieee Global Engineering Education Conference (Educon)mentioning
Analyzing the media channel usage of companies via analytics is an essential skill for managing social media. To acquire this skill, students must have repetitive exercises that invoke higher order thinking. The social media usage comparative case exam uses the framework of a case-based exam to provide both learning and assessment. The pre-exam consists of the time-consuming analysis of social media usage while students have access to help in using analytics tools. The actual exam uses progressive cognitive (Bloom) level questions that have a core of correct answers which allow for student responses to be consistently graded in a timely manner. The paper describes the thought process behind this exam format that can be applied to context-driven engineering courses.
“…Développer et évaluer des stratégies éducatives pour aider les infirmières à développer leur RCI pourrait contribuer à rendre les soins plus sûrs pour les patients [4] . Puisque l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants [5] , il paraît essentiel de développer des instruments d'éva-luation valides et fidèles pour identifier les problèmes de RCI dans une approche diagnostique. De tels instruments pourraient donner des renseignements pré-cis sur le niveau de développement des compétences des étudiantes et sur leurs difficultés, afin de guider les décisions pédagogiques [6] .…”
Manuscrit reçu le 20 septembre 2014 ; commentaires éditoriaux formulés aux auteurs le 23 mai et le 6 juin 2015 ; accepté pour publication le 8 juin 2015Résumé -Contexte : Pour guider les programmes de formation, il est nécessaire de pouvoir poser une évaluation diagnostique du raisonnement clinique des infirmières. Or, les outils disponibles à cet effet présentent des problèmes majeurs.
Abstract -Background:The development of training programs requires an evaluation of nurses' clinical reasoning. However, there are issues with the evaluation, which uses existing tools. The script concordance test is a promising and innovative evaluation alternative. Purpose: To explore the possibility of using questions from a script concordance test as an evaluation tool in assessing nursing students' clinical reasoning abilities. Data: Transcripts of interviews with nurses and nursing students (n = 55) from a previous study [1] were used. During the interviews, participants were asked to share their thoughts aloud while taking a script concordance test. Analysis: Transcripts were coded to identify thinking categories and strategies used by participants to answer questions from the script concordance test. Q-matrices were then developed to formalize relationships between thinking categories/strategies and the test questions in each group of participants. Results: Each group used different thinking categories/strategies to answer questions in the script concordance test. These questions could help assess nursing students' strengths and weaknesses as they relate to their development level. The reasoning of nursing experts was so unlike that of students that they could not be used as a benchmark for diagnostic evaluation. Conclusion: Depending on groups student nurses use different thinking categories and strategies, and some SCT questions show a diagnostic potential in evaluating nurses' clinical reasoning per level (1st, 2nd and 3rd year).
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