Evaluation of a problem-based learning workshop using pre- and post-test objective structured clinical examinations and standardized patients

Davis, Paul J.; Kvern, Brent; Donen, Neil; Andrews, Elaine; Nixon, Olga

doi:10.1002/chp.1340200305

Cited by 24 publications

(15 citation statements)

References 26 publications

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“…That said, the evidence that does exist suggests, albeit indirectly, that medical education which is evaluated highly by participants improves the clinical practices of those participants 10–12 . Some studies deduce the impact of the medical education by self‐reported improvement in practice by participants, 13,14 while others assess improvements by assessing for positive differences in the pretest and post‐test scores of the participants 15,16 . Both of these approaches have inherent problems.…”

Section: Discussionmentioning

confidence: 99%

Participant evaluation of the RANZCOG Fetal Surveillance Education Program

Kroushev

Beaves

Jenkins

et al. 2009

Aust NZ J Obst Gynaeco

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After a 'needs assessment', in 2004 the Royal Australian and New Zealand College of Obstetricians and Gynaecologists developed and introduced the Fetal Surveillance Education Program (FSEP) to provide high quality education to all clinicians caring for labouring women in Australia and New Zealand. A formal evaluation of the program was planned from the inception of FSEP. We report here the participant feedback from the first 4439 participants in 2004-2006. Overall, FSEP was considered a high quality resource, rated equally well by midwives and obstetricians. This is the first large-scale evaluation to be reported for any fetal surveillance education program.

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Section: Discussionmentioning

confidence: 99%

Participant evaluation of the RANZCOG Fetal Surveillance Education Program

Kroushev

Beaves

Jenkins

et al. 2009

Aust NZ J Obst Gynaeco

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“…13,18 Medical schools have used OSCEs as a component to evaluate PBL for decades. [22][23][24] No published reports were found of pharmacy schools using OSCEs to assess the PBL experience.…”

Section: Introductionmentioning

confidence: 99%

An Objective Structured Clinical Examination to Assess Problem-Based Learning

Salinitri

O’Connell

Garwood

et al. 2012

American Journal of Pharmaceutical Education

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Objectives. To compare pharmacy students' performance on an objective structured clinical examination (OSCE) to their performance on a written examination for the assessment of problem-based learning (PBL); and to determine students' and faculty members' perceptions of OSCEs for PBL evaluations. Design. Four OSCEs were added to the written examination to assess 4 PBL cases in a third-year pharmacotherapy course. OSCE scores were compared to written examination scores. Faculty members evaluated student performance. Assessment. OSCE performance did not correlate with the written-examination scores. Most students ($ 75%) agreed that OSCEs reflected their learning from PBL and measured knowledge, communication, and clinical skills. A majority of faculty members ($75%) agreed that OSCEs should be part of PBL assessment. Conclusions. Addition of an OSCE to written examinations was valued and provided a more comprehensive assessment of the PBL experience.

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“…1,2 Both of these methods have been widely implemented by medical schools in the United States. 3,4 The use of SPs rests on a foundation of empirical support. SPs have been shown to improve the clinical skills of physicians when used as a form of continuing medical education.…”

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confidence: 99%