An integrative OSCE methodology for enhancing the traditional OSCE program at Taipei medical university hospital - a feasibility study

Abstract

BackgroundContinuous development and use of new technologies and methodologies are key features in improving the learning, performance, and skills of medical students and students of all health care professions. Although significant improvements in teaching methodologies have been made in all areas of medicine and health care, studies reveal that students in many areas of health care taking an objective structured clinical examination (OSCE) express difficulties. Thus, this study was planned as a feasibility study to assess the educational effectiveness of an integrated objective structured clinical examination (iOSCE) using both standardized patients and virtual patients.MethodsThirty (30) medical students in their first year of internship at Taipei Medical University volunteered to be part of a feasibility study for demonstrating the concept of iOSCE. They divided themselves into five groups of six students each and were requested to evaluate two cases: 1) a patient with abdominal pain and 2) a patient with headache using a combination of a standardized patient and a virtual patient. For each of the two cases, five stations were designed in which students were given ten minutes per station leading to a final diagnosis and concluded with a debriefing. The five stations were:• Station 1) Interacting with the standardized patient.• Station 2) Writing the patient note and developing a differential diagnosis.• Station 3) Selecting appropriate laboratory and imaging studies.• Station 4) Making a final diagnosis and stating the evidence for it.• Station 5) Having the debriefing.Each group of 6 students was assigned 2 hours per day for each case. All participants completed a survey regarding the usefulness and efficiency of the iOSCE.ResultsAll medical students (30/30; 100%) found the iOSCE program to be very satisfactory, and all expressed that they would like to have further iOSCE experiences if given the opportunity. In terms of ease and helpfulness, the students rated the program an average of 4.4 for the 1st case (abdominal pain) and 4.5 for the 2nd case (headache) on a scale of 1–5, with 5 being the highest and 1 being the lowest score.ConclusionsThe participants felt that the iOSCE program can offer certain advantages over the traditional OSCE with the SP alone. They cited that the iOSCE provided improved clarity of what was being assessed as well as providing an opportunity to improve their diagnostic reasoning.

Correlations Between Final‐Year Dental Students’ Performance on Knowledge‐Based and Clinical Examinations

“…15 However, in contrast to an OSCE, which often tests individual skills at separate stations (e.g., history taking, examination), the ISCE aims to represent the real clinical situation more authentically by having longer stations at which students must demonstrate complex combinations of skills. The ISCE is similar to a traditional OSCE.…”

“…The ISCE is similar to a traditional OSCE. 15 However, in contrast to an OSCE, which often tests individual skills at separate stations (e.g., history taking, examination), the ISCE aims to represent the real clinical situation more authentically by having longer stations at which students must demonstrate complex combinations of skills. 16 The students rotate through stations related to four clinical disciplines: restorative dentistry, pediatric dentistry/orthodontics, oral surgery, and oral medicine.…”

Computer-Based Case Simulations for Assessment in Health Care: A Literature Review of Validity Evidence

“…This was shown to be evident by nearly all students' entry to the VP site prior to the final examination. Lin et al (2013) conducted a feasibility study based on the previous pilot studies of Courteille, Bergin, Stockeld, Ponzer, and Fors (2008) and Oliven et al (2011). Based on the success of these studies, authors aimed to assess the educational effectiveness of an integrated OSCE (iOSCE) using standardized patient and VP to improve students' clinical skills and perceptions of the iOSCE.…”

OSCE para Competências de Comunicação Clínica e Profissionalismo: Relato de Experiência e Meta-Avaliação

“…Dessa forma, o OSCE foi considerado um método agradável e consistente para os estudantes 2 . Os itens condizentes com a estrutura física das estações, o feedback no final das estações e a aplicabilidade prática das situações tiveram altos índices de satisfação, o que aponta o reconhecimento desse método pelos estudantes 26 .…”