Using children as standardized patients in OSCE in pediatric occupational therapy

Fu, Chung-Pei; Yeh, Jiann‐Horng; Su, Chia‐Ting; Liu, Chien-Hsiou; Chang, Wan-Ying; Chen, Yulan; Yang, Ai‐Lun; Wang, Chih-Chia

doi:10.1080/0142159x.2017.1320540

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…2 Computer-based written examination scores depending on session date (p < 0.0001) Fig. 3 Correlations between structured real-patient examination and computer-based written examination scores (R 2 = 0.051, p < 0.001) children as each acted as the SP for only three examinees [15]. Furthermore, as some pediatric OSCEs only used older children and adolescents as SPs, authors have claimed that they were forced to use clinical problems dealing with diseases and competencies which apply mainly to adult or adolescent patients [17,18].…”

Section: Discussionmentioning

confidence: 99%

“…Other important drawbacks are the time and financial resources required for administering those examinations. The cost of using children as standardized patients (SPs) is about 2.4-3.2 times higher than for using adults [15,16]. Pediatric SPs are more difficult to use due to the variable physical and psychometric properties inherent in their ages.…”

Section: Introductionmentioning

confidence: 99%

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“Evaluation of a best practice approach to assess undergraduate clinical skills in Paediatrics”

et al. 2020

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Background: The Objective Structured Clinical Examination (OSCE) has been used in pediatrics since the 1980s. Its main drawback is that large numbers of children are needed to make up for the fatigue factor inherent in prolonged testing periods. Also, examinations mainly include children between 7 and 16 years old. We describe the summative examination used in our institution to evaluate medical students' clinical competencies in pediatrics with realistic available resources and for a wider age-range. We also evaluated different factors known to influence medical students' performances. Methods: This retrospective, descriptive, observational study evaluated the 740 distinct pediatric examination results of fourth-year medical students over 5 years. Their summative examination combined two different assessment methods: a structured real-patient examination (SRPE) using standardized assessment grids for the most frequent pediatric diagnoses, and a computer-based written examination (CBWE). Results: Our approach defined an appropriate setting for some key elements of the educational objectives of pediatrics training, such as balancing the child-parent-pediatrician triangle and the ability to interact with pediatric patients, from newborns to 16-year-old adolescents, in a child-friendly fashion in realistic scenarios. SRPE scores showed no associations with students' degrees of exposure to specific lecture topics, vignettes, or bedside teaching. The impacts of clinical setting, topic, and individual examiners on SRPE scores was quite limited. Setting explained 1.6%, topic explained 4.5%, and examiner explained 4.7% of the overall variability in SRPE scores. Conclusions: By combining two different assessment methods, we were able to provide a best-practice approach for assessing clinical skills in Pediatrics over a wide range of real patients.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Evaluation of a best practice approach to assess undergraduate clinical skills in Paediatrics”

et al. 2020

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“…Pan and Liu (2017), and Krusen and Rollins (2019) described the development of OSCE with OT students as well as historical background. Fu et al (2017) examined the use of children as standardized patients in pediatric OSCE. In addition to child and parent satisfaction, the authors found the majority of OT students preferred OSCE to written exam.…”

Section: Literature Reviewmentioning

confidence: 99%

Occupational Therapy Students’ Perceptions of OSCE: A Qualitative Descriptive Analysis

Krusen

Martino

2020

JOTE

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Objective Structured Clinical Examinations (OSCE) are commonly used across health professions educational programs to evaluate student clinical competencies. OSCE are multiple, brief stations representing common practice scenarios. The purpose of the study was to evaluate student perceptions of OSCE. The researchers implemented 17 OSCE stations with 40 second year occupational therapy students to assess clinical competencies prior to fieldwork. Applying a qualitative descriptive methodologic approach, researchers analyzed station rating data, Qualtrics survey Likert-type items, and Qualtrics survey open-ended responses. Number of station rating responses varied widely, due to perceived time press. Station rating responses confirmed the more robust 80% response to Qualtrics survey. Analysis of Likert-type items revealed perceptions of OSCE as comprehensive, mixed eustress and distress, confirming of competence, and supportive of growth. Four dimensions of learning emerged from analysis of open-ended items: temporal, real world, bottlenecks to learning, and being open to the process. Findings affirmed student perceptions of OSCE to be valuable as summative and formative assessment of clinical competence. Existing literature supports three of the four dimensions of learning. The researchers advocate additional research to examine bottlenecks to learning, psychometrics of OSCE, the use of OSCE in program evaluation, and longitudinal study of student performance related to OSCE. ABSTRACT Objective Structured Clinical Examinations (OSCE) are commonly used across health professions educational programs to evaluate student clinical competencies. OSCE are multiple, brief stations representing common practice scenarios. The purpose of the study was to evaluate student perceptions of OSCE. The researchers implemented 17 OSCE stations with 40 second year occupational therapy students to assess clinical competencies prior to fieldwork. Applying a qualitative descriptive methodologic approach, researchers analyzed station rating data, Qualtrics survey Likert-type items, and Qualtrics survey open-ended responses. Number of station rating responses varied widely, due to perceived time press. Station rating responses confirmed the more robust 80% response to Qualtrics survey. Analysis of Likert-type items revealed perceptions of OSCE as comprehensive, mixed eustress and distress, confirming of competence, and supportive of growth. Four dimensions of learning emerged from analysis of openended items: temporal, real world, bottlenecks to learning, and being open to the process. Findings affirmed student perceptions of OSCE to be valuable as summative and formative assessment of clinical competence. Existing literature supports three of the four dimensions of learning. The researchers advocate additional research to examine bottlenecks to learning, psychometrics of OSCE, the use of OSCE in program evaluation, and longitudinal study of student performance related to OSCE.Published by Encompass, 2020 OSCE proved an opportunity for stu...

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“…In medical education, however, children's voices are little heard, so content on interacting with children should be included in the curriculum of pediatric occupational therapy. We suggest that simulators or videos be incorporated into training programs for students to acquire technical skills such as observation and evaluation, and that child SPs in the objective structured clinical examination would be beneficial to the learning of skills such as communication and relationship building 16 .…”

Section: Child Sps Would Benefit Professional Learning In Occupationamentioning

confidence: 99%

“…However, the literature provides limited direction on the use or best practices for simulations in pediatric occupational therapy education, possibly due to problems with the reliability and consistency of using children as the SPs to play patient roles 15 . Another reason could be that using children as the SPs is more expensive and time-consuming than using adults is 16 .…”

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confidence: 99%

Using a Situated Simulation-Based Program for Improving Students’ Interaction and Observation Skills with Children in Occupational Therapy

Hung

Lin

2019

Preprint

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Background Occupational therapy education programs need to produce students who can confidently and safely deliver services for children. The study incorporated a simulation of a real situation into a clinical skill observation of a pediatric occupational therapy curriculum. The purpose of the study was to determine whether situated simulation-based program could increase students’ perceived knowledge and clinical skills to better prepare them for pediatric practice. Methods The authors introduced a situated simulation-based program with video-based simulation training and a situated simulation-based exam during a pediatric occupational therapy course for thirty-two students in their fourth year of study in occupational therapy. The simulation program was two video-based simulation training sessions, tasked students with observing, evaluating and managing the children play. The debriefings were provided to connect student’s observation and basic evaluation skills. A post- simulation performance evaluation, the situated simulation-based exam, was created by faculty. The exam was prepared in a situated simulation therapeutic room was held to assess students’ skills in communication and interaction and basic evaluation skills. The scores of the video-based simulation training and the situated simulation-based exam were collected and examined. Results The video-based simulation scores explained 33.3% of the variance of performance in the situated simulation-based exam. The overall passing rates were as follows: situated simulation-based exam, 65.6%; communication and interaction station, 53.1%; basic evaluation station, 68.8%. Conclusions The video-based simulation training enhanced students’ communication and interaction skills. More relationship building skills were facilitated within the situated simulation-based exam with a real environment. The strategies that assist successful implementation of a situated simulation program to facilitate learning include course plans, clear scenario training goals, evaluation quality, and situated simulation contexts. This study provides preliminary support for simulation-based programs as training for improving the clinical skills of interaction and observation before students’ internships.

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Using children as standardized patients in OSCE in pediatric occupational therapy

Abstract: It is practical using child SPs in OSCE in pediatric OT. The OSCE was beneficial to all participants. It is recommended that OSCEs be included in pediatric OT education.

Cited by 12 publications

References 15 publications

“Evaluation of a best practice approach to assess undergraduate clinical skills in Paediatrics”

“Evaluation of a best practice approach to assess undergraduate clinical skills in Paediatrics”

Occupational Therapy Students’ Perceptions of OSCE: A Qualitative Descriptive Analysis

Using a Situated Simulation-Based Program for Improving Students’ Interaction and Observation Skills with Children in Occupational Therapy

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