Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Daniels, Vijay; Ortiz, Silvia; Sandhu, Gurtej; Lai, Hollis; Yoon, Minn N.; Bulut, Okan; Barber, Paul

doi:10.1177/2382120521992323

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…One study showed that the OSCE is one of the most anxiety-producing assessments for learners [38]. Improving examiner training, reducing the time between the exam and getting feedback on the results, and allowing students to fully understand the feedback may be one strategy for reducing immediate anxiety [39].…”

Section: Analysis Of the Questionnaire Results About Students' Views ...mentioning

confidence: 99%

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

Zhang,

Jiang,

Zhao

et al. 2024

BMC Med Educ

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Background The effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors. Methods A mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students. Results Group B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students’ performance in the FC and supported the teaching model, agreeing to continue using it. Conclusions This study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.

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Section: Analysis Of the Questionnaire Results About Students' Views ...mentioning

confidence: 99%

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

Zhang,

Jiang,

Zhao

et al. 2024

BMC Med Educ

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“…The teaching staff decided that once the OSCE had been completed, it should be the actress who had to evaluate the student. The actress was provided with and given training for the evaluative checklist of this periodontology station, which consisted of 15 questions with a yes or no answer options, which had been modified from prior studies [20][21][22]. The items that had to be completed by the actress dealt with the NG itself, as well as the management of her nervous attitude on the part of the student.…”

Section: Discussionmentioning

confidence: 99%

The Objective Structured Clinical Examination (OSCE) in Periodontology with Simulated Patient: The Most Realistic Approach to Clinical Practice in Dentistry

Cidoncha

Corcuera

Sánchez

et al. 2023

IJERPH

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The objective structured clinical examination (OSCE) is becoming an increasingly established assessment test in dental schools. The use of simulated patients in the OSCE makes the stations more similar to clinical practice. Therefore, the student can show their technical and clinical knowledge, and certainly, their ability to manage the patient. These sorts of tests, in which simulated patients can be included, would be used before the student started clinical practice with patients and/or at the end of the degree. The objective of this work was to describe how the periodontology station was developed using a simulated patient for students of a fifth year dentistry degree taking an OSCE test. Furthermore, a questionnaire was created to learn the perception of the students about this station and its characteristics. The fifth year students at the European University of Madrid positively evaluated this station in their examination. In addition, it was recorded that they preferred a simulated patient in their tests, rather than stations with clinical cases, images, X-rays, and presentations. It is essential that once the OSCE has been completed, the student receives a feedback to learn where they have failed and, therefore, be able to improve any of the aspects evaluated in the station.

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Artificial Intelligence and Objective Structured Clinical Examinations: Using ChatGPT to Revolutionize Clinical Skills Assessment in Medical Education

Misra,

Suresh

2024

Journal of Medical Education and Curricular Development

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This article examines the integration of OpenAI's Chat Generative Pre-trained Transformer (ChatGPT) into Objective Structured Clinical Examinations (OSCEs) for medical education. OSCEs, essential in evaluating medical trainees, are time and resource-intensive for educators and medical colleges. ChatGPT emerges as a solution, aiding educators in efficient OSCE preparation, including case development, standardized patient training, assessment methods, and grading rubrics. We explore ChatGPT's role in reducing trainee stress through simulated interactions of realistic practice scenarios and real-time trainee feedback. We also discuss the importance of validating ChatGPT outputs for medical accuracy and address compliance concerns. While highlighting ChatGPT's potential in reducing time and cost burdens for educators, we underscore the need for careful and informed application of Artificial Intelligence in medical education. Through examples, we outline ChatGPT's promising future in augmenting medical training and assessment, balancing technological innovation with educational integrity.

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Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Cited by 5 publications

References 25 publications

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

The Objective Structured Clinical Examination (OSCE) in Periodontology with Simulated Patient: The Most Realistic Approach to Clinical Practice in Dentistry

Artificial Intelligence and Objective Structured Clinical Examinations: Using ChatGPT to Revolutionize Clinical Skills Assessment in Medical Education

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