Experience of the Orthopaedic Division at King Saud University in Organizing and Conducting the Objective Structured Clinical Examination (OSCE)

Shaheen, Maaz; Badr, Abdulhalim A.; Al-Khudairy, Nail

doi:10.4197/med.1-1.7

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“…5,6 Also the results might reflect an unbiased evaluation of the medical students. 7 The acquisition of clinical skills is paramount to the development of a safe and competent practitioner. 8 OSCE as a performance-based assessment is a well-established assessment tool for many reasons: it is a competency-based, valid, practical, and effective means of assessing clinical skills that are fundamental to the practice of medicine, and to other health care related professions.…”

Section: Discussionmentioning

confidence: 99%

“…9 While OSCE is in use in many medical disciplines in Saudi Arabia, particularly in general surgery, orthopaedics and internal medicine, psychiatric educators have been slow to adopt this method of evaluation. 7,[10][11][12] To the best of the authors' knowledge, this is the first report that addresses OSCE in undergraduate psychiatric assessment in Saudi Arabia. As expected, the implementation of OSCE in our Department has proved to be a useful adjunct to other forms of clinical assessment.…”

Section: Discussionmentioning

confidence: 99%

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Assessment Methods of an Undergraduate Psychiatry Course at a Saudi University = أساليب تقييم مساق الطب النفسي للطلاب في جامعة سعودية

Amr¹,

Amin²

2012

SQUMJ

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Objectives: In Arab countries there are few studies on assessment methods in the field of psychiatry. The objective of this study was to assess the outcome of different forms of psychiatric course assessment among fifth year medical students at King Faisal University, Saudi Arabia. Methods: We examined the performance of 110 fifth-year medical students through objective structured clinical examinations (OSCE), traditional oral clinical examinations (TOCE), portfolios, multiple choice questions (MCQ), and a written examination. Results: The score ranges in TOCE, OSCE, portfolio, and MCQ were 32-50, 7-15, 5-10 and 22-45, respectively. In regression analysis, there was a significant correlation between OSCE and all forms of psychiatry examinations, except for the MCQ marks. OSCE accounted for 65.1% of the variance in total clinical marks and 31.5% of the final marks (P = 0.001), while TOCE alone accounted for 74.5% of the variance in the clinical scores. Conclusions: This study demonstrates a consistency among the students' assessment methods used in the psychiatry course, particularly the clinical component, in an integrated manner. This information would be useful for future developments in undergraduate teaching.Keywords: Undergraduate medical students; Assessment; Psychiatry; Undergraduate; Saudi Arabia. Assessment Methods of an UndergraduatePsychiatry Course at a Saudi University

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