What is an OSCE?

Harden, R. M.

doi:10.3109/01421598809019321

Cited by 239 publications

(171 citation statements)

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“…(Harden, 1988;Hrynchak, Glover Takahashi, & Nayer, 2014). This study provides evidence that performance in both the KFP and OSCE examinations is correlated with performance in the Regulation of Cognition domain of the MAI.…”

Section: Discussionmentioning

confidence: 53%

“…An OSCE is a focused examination consisting of approximately 20 stations where students may be asked, for example, to take a patient history, examine a part of the body or interpret a laboratory report (Harden, 1988 , 2017). The OSCE is a commonly used and highly regarded method of assessment around the world, both in undergraduate and postgraduate examinations (Khan, Ramachandran, Gaunt, & Pushkar, 2013).…”

Section: Measurement Instruments Medical School Examinationsmentioning

confidence: 99%

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Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Welch¹,

Young²,

Johnson³

et al. 2018

MedEdPublish

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Theory: Metacognitive awareness is a component of self-regulated learning and helps us to understand and control our thinking and learning. Thinking about thinking is also an important aspect of the clinical reasoning process for medical practitioners.Hypotheses: This pilot study researched the link between metacognitive awareness and undergraduate examination performance. The Metacognitive Awareness Inventory (MAI) is a validated 52 item survey instrument for measuring metacognitive awareness. It has eight sub-scales grouped into two domains: Knowledge of Cognition and Regulation of Cognition. It was hypothesised that MAI scores would increase between first and fifth-year undergraduate medicine students and secondly that MAI scores would correlate with undergraduate examinations results.Method: Medical students at James Cook University, Australia were invited to complete the MAI and consented to give access to their examination scores. Results:The results of this pilot study found that metacognitive awareness was not significantly different between first and fifth-year undergraduates in this sample. For first-year medical undergraduates there were correlations between the Knowledge of Cognition domain and their end of year examination results, but not with the Regulation of Cognition domain. For fifth-year students there were correlations between both the Knowledge and Regulation of Cognition domains and their end of year examination results. Conclusion:This study identified that metacognitive awareness is not significantly different between first and fifthyear medical students. This may cause concern given that the study identified the importance of both MAI domains in undergraduate medical examinations. This study should be repeated on a larger scale and may confirm that raising metacognitive awareness levels among students is desirable. Increasing metacognitive awareness may raise Welch P, Young L, Johnson P, Lindsay D MedEdPublish

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Section: Discussionmentioning

confidence: 53%

Section: Measurement Instruments Medical School Examinationsmentioning

confidence: 99%

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Welch¹,

Young²,

Johnson³

et al. 2018

MedEdPublish

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“…73 Simultaneously, an integrated rather than discipline-bound curriculum was experimentally developed in Newcastle in the UK and Case Western Reserve in the USA. 74,75 Other curricular innovations included standardised patients-ie, individuals who are trained to act as a real patient to simulate a set of symptoms or problems-to assess students on practice, 76 strengthening doctor-patient relationships through facilitated group discussions, 77 and broadening the continuum from classroom to clinical training through earlier student exposure to patients and an expansion of training sites from hospitals to communities. [78][79][80][81] In public health, disciplines expanded along with multidisciplinary work, and in nursing there was accelerated integration of schools into universities, with advanced graduate programmes at the master and doctoral levels.…”

Section: Panel 2: Adaptation Of Public Health Education and Research mentioning

confidence: 99%

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

et al. 2010

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“…6 In this method, a number of stations each of which contains specific clinical scenario are used. Through these stations, students must complete specific clinical tasks.…”

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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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What is an OSCE?

Cited by 239 publications

References 1 publication

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

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

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