Developing doctors: what are the attitudes and perceptions of year 1 and 2 medical students towards a new integrated formative objective structured clinical examination?
Abstract:BackgroundObjective Structured Clinical Examination (OSCE) is a core component of undergraduate medical student assessment. With increased emphasis on integrated programmes, more courses include OSCEs in the traditionally ‘preclinical’ years. The acceptability and impact of such assessment methods at this stage of training is unknown.MethodsIn 2013 and 2014 University College London Medical School piloted a formative, integrated OSCE in years 1 and 2 of the undergraduate medical degree programme. This study wi… Show more
“…Secondly, the wider sampling of competencies and the use of structured marking sheets contribute to improvements in reliability and content validity (Hammann et al 2002). This practice is adopted worldwide (Newble & Dawson 1994;Stillman et al, 1997;Descargues et al, 2001;Furmedge et al, 2016).…”
Introduction: The Department of Obstetrics and Gynaecology first implemented the Objective Structured Clinical Examination (OSCE) in the final examinations in 2003 academic year to replace the long case and oral examination on short cases and to evaluate the attitude of staff and medical students towards OSCE as a method of clinical assessment. Methods: Three main groups were evaluated: 1) 96 medical students at their final examination in Obstetrics and Gynaecology and were assessed with OSCE; 2) 30 Kuwait trained doctors who were assessed with OSCE during their undergraduate training; 3) academic staff made up internal faculty staff (12) and external examiners. Results: Perception of examination was highly positive among the students: Quality of instruction and organization (96%), transparency of the process (96%), method of assessing clinical skills (90%), patients' care (89%), assessment of knowledge (84%) and communication skills (84%). Significantly, more of the trainee doctors that had OSCE during their training (92%) had positive perception of OSCE than those trainees (65%) that did not (P < 0.05). Both the internal and external examiners had an equally high perception of OSCE (83% versus 92%; P = 0.85), citing less examiner fatigue and more enjoyable for examiners and students. Conclusion: OSCE may be a more appropriate choice for graduation examinations of compared to the conventional clinical examination. It is expensive in terms of manpower requirement. There should be continuing research to reduce stress to students and examiners.
“…Secondly, the wider sampling of competencies and the use of structured marking sheets contribute to improvements in reliability and content validity (Hammann et al 2002). This practice is adopted worldwide (Newble & Dawson 1994;Stillman et al, 1997;Descargues et al, 2001;Furmedge et al, 2016).…”
Introduction: The Department of Obstetrics and Gynaecology first implemented the Objective Structured Clinical Examination (OSCE) in the final examinations in 2003 academic year to replace the long case and oral examination on short cases and to evaluate the attitude of staff and medical students towards OSCE as a method of clinical assessment. Methods: Three main groups were evaluated: 1) 96 medical students at their final examination in Obstetrics and Gynaecology and were assessed with OSCE; 2) 30 Kuwait trained doctors who were assessed with OSCE during their undergraduate training; 3) academic staff made up internal faculty staff (12) and external examiners. Results: Perception of examination was highly positive among the students: Quality of instruction and organization (96%), transparency of the process (96%), method of assessing clinical skills (90%), patients' care (89%), assessment of knowledge (84%) and communication skills (84%). Significantly, more of the trainee doctors that had OSCE during their training (92%) had positive perception of OSCE than those trainees (65%) that did not (P < 0.05). Both the internal and external examiners had an equally high perception of OSCE (83% versus 92%; P = 0.85), citing less examiner fatigue and more enjoyable for examiners and students. Conclusion: OSCE may be a more appropriate choice for graduation examinations of compared to the conventional clinical examination. It is expensive in terms of manpower requirement. There should be continuing research to reduce stress to students and examiners.
“…Other assessments, for instance Performancebased tests and Progress Testing (PT), are also achieved to compound the summative grade [3]. Performance-based tests, such as Objective Structured Clinical Evaluation (OSCE), is a useful tool for objectively assess clinical reasoning, communication skills, and interpersonal behavior [2,3,6,[16][17][18][19]. The OSCE consists of a well-planned and structured evaluation of a multiple timed stations focused tasks [3,19].…”
Background: Effective assessments programs are a challenge in problem-based learning (PBL). One of the main principles of this educational setting is the Formative Assessment (FA). We hypothesized that students’ performance assessed by FA in tutorial sessions in a PBL curriculum is related to other summative assessments.Objective: To investigate the correlation among FA in tutorial sessions with grades obtained in Objective Structured Clinical Evaluation (OSCE) and Progress Testing (PT) to better understand the assessment process in PBL medical teaching approach and to predict student’s future performance.Design: An observational cross-sectional study was conducted comparing FA, OSCE and PT scores from 4th to 8th semester medical students. Correlation analyses were performed using pooled and separate data from the 4th and 8th semesters.Results: From the 5th to 8th semester, OSCE scores were smaller compared to the FA, while PT scores were lower in all stages. In the pooled data, the correlation analysis showed a significant positive relationship between grades on FA and OSCE, FA and PT and OSCE and PT. A significant correlation among the three assessments strategies was also detected in the 8th semester, but not in the 4th semester.Conclusions: Assessment strategies in PBL approach, including FA, OSCE and PT, have positive correlations, which increases as the medical course becomes more complex.
“…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%
“…The clinical scenario was designed to enable testees to exemplify the integration of skills and knowledge into the understanding of a situation rather than the pure retrieval of recited text passages. In this study, OSCEs were seen as a learning environment to develop cognitive strategies when exposed to clinical scenarios mirroring reality [ 54 ].…”
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.
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