Comparing the Effects of Objective Structured Assessment of Technical Skills (OSATS) and Traditional Method on Learning of Students

Abstract

Background:Despite the benefits of the objective structured assessment of technical skills (OSATS) and it appropriateness for evaluating clinical abilities of nursing students , few studies are available on the application of this method in nursing education.Objectives:The purpose of this study was to compare the effect of using OSATS and traditional methods on the students’ learning. We also aimed to signify students’ views about these two methods and their views about the scores they received in these methods in a medical emergency course.Patients and Methods:A quasi-experimental study was performed on 45 first semester students in nursing and medical emergencies passing a course on fundamentals of practice. The students were selected by a census method and evaluated by both the OSATS and traditional methods. Data collection was performed using checklists prepared based on the ‘text book of nursing procedures checklists’ published by Iranian nursing organization and a questionnaire containing learning rate and students’ estimation of their received scores. Descriptive statistics as well as paired t-test and independent samples t-test were used in data analysis.Results:The mean of students’ score in OSATS was significantly higher than their mean score in traditional method (P = 0.01). Moreover, the mean of self-evaluation score after the traditional method was relatively the same as the score the students received in the exam. However, the mean of self-evaluation score after the OSATS was relatively lower than the scores the students received in the OSATS exam. Most students believed that OSATS can evaluate a wide range of students’ knowledge and skills compared to traditional method.Conclusions:Results of this study indicated the better effect of OSATS on learning and its relative superiority in precise assessment of clinical skills compared with the traditional evaluation method. Therefore, we recommend using this method in evaluation of students in practical courses.

Introducing objective structured practical examination as a method of learning and evaluation for undergraduate pharmacology

“…[16] Results of another study indicated better effect of objective structured assessment of technical skills on learning. [17]…”

Comparison of 2 training programs for basic laparoscopic skills and simulated surgery performance in veterinary students

“…Objective structured assessment of technical skills (OSATS) has been implemented to measure MD surgeons' performances for surgical skill assessment . Construct validity of OSATS has been demonstrated using benchtop models, simulation motion metrics, animal models, and operating room performance among MD surgeons . A previous study has investigated and in part validated a modified OSATS system for veterinary surgeons, which demonstrated similar result as in MD surgeons …”

“…13,[31][32][33][34] Construct validity of OSATS has been demonstrated using benchtop models, simulation motion metrics, animal models, and operating room performance among MD surgeons. 33,[35][36][37][38] A previous study has investigated and in part validated a modified OSATS system for veterinary surgeons, 26 which demonstrated similar result as in MD surgeons. 7,32,33,[35][36][37] Simulation training preferably starts early in the career of the MIS surgeon, ideally before or simultaneously with the first exposure to MIS in the operating room.…”

“…33,[35][36][37][38] A previous study has investigated and in part validated a modified OSATS system for veterinary surgeons, 26 which demonstrated similar result as in MD surgeons. 7,32,33,[35][36][37] Simulation training preferably starts early in the career of the MIS surgeon, ideally before or simultaneously with the first exposure to MIS in the operating room. 8 To date, there is sparse information on skills training in veterinary medicine.…”

Comparing Students’ Self-Assessment with Teachers’ Assessment of Clinical Skills Using an Objective Structured Clinical Examination (OSCE)

“…The study of nursing care must prepare students to carry out and accept professional responsibility in a changing clinical environment [3][4][5]. Only in a clinical environment does a nurse's knowledge become most evident [6]. Because of the importance of clinical training, appropriate strategies for clinical assessment must be sought, with the purpose of specifying a success rate of clinical training [7].…”