Health science students’ perceptions about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation

Alaskar, Amal; Subbarayalu, Arun Vijay; Alfaraj, Eshtiaq; Ramzi, Ola Ibrahim; Alameri, Njoud Saleh; Alhababi, Ameen; Vijayan, Minimole

doi:10.29333/ejgm/12466

Cited by 3 publications

(1 citation statement)

References 31 publications

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“…In our study , the students' assessment of their pre-OSCE exam preparation, was greater with a mean score (M = 15.4, SD 4.81). These results are consistent with those of earlier research, which demonstrated that the majority of the students had a pre-OSCE preparation through revision [14]. Furthermore, another study by Edward, M. I. et.al [13] revealed that the respondents perceived OSCE as demanding less preparation than traditional practical exams.…”

Section: Discussionsupporting

confidence: 91%

Nursing Students’ Clinical Performance and their Perception towards OSCE and their OSCE Exam Results

Hassan,

Lewis,

Kannan

et al. 2023

ijmst

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The objective of the research was to correlate between clinical performance of the nursing students and their perception towards OSCE and their OSCE exam results. A Comparative cross-sectional study was conducted among 224 Female students (167 female students and 57 male students) who enrolled in the clinical courses from level 4 to 8 in the department of nursing; sample were selected through stratified random sample method. A questionnaire was used to assess the students’ perception towards OSCE; whereas to assess the correlation between nursing students’ perceptions and their OSCE exam results and to find the correlation between nursing students’ clinical performance score, lab score and their OSCE exam results, the real grades were taken from each course. Current study showed that students had a positive overall impression of the OSCE exam (M = 41.3, SD 12.7). Students' attitudes towards the OSCE exam were rated on a mean scale of 11 (SD 3.45). Researchers found positive correlation between the students' OSCE grade and their lab competency grade (r s = .445, P = <0.001) and their clinical performance grade (r s = .503, P = <0.001) grades. However, there was no relationship (r s =.085, P =.207) between the students’ OSCE grade and their perception toward the OSCE exam. The majority of respondents were identified to have positive attitudes towards OSCE as well as overall positive impression of the OSCE exam. OSCE is a reliable and valid assessment tool in the nursing profession. OSCE at the same time can inspire students' critical thinking and promote their communication skills. Through the continuous application of OSCE in nursing education from the beginning, it may have some potential impact on the clinical field.

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Section: Discussionsupporting

confidence: 91%

Nursing Students’ Clinical Performance and their Perception towards OSCE and their OSCE Exam Results

Hassan,

Lewis,

Kannan

et al. 2023

ijmst

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Undergraduate Nursing and Healthcare Students’ Perception of Soft Skills Assessment in OSCE: A Systematic Review

Thandar Soe @ Sumaiyah Jamaludin,

Nurumal,

Mohamad Sukeri

et al. 2024

Int J Care Scholars

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Background: The Objective Structured Clinical Examination (OSCE) is widely recognized in healthcare education for assessing clinical skills, yet its application in evaluating soft skills is still evolving. Soft skills, such as communication, empathy, and teamwork, are essential in patient-centered care but are not consistently included in OSCE assessment. Methods: This systematic review aims to identify undergraduate nursing and healthcare students' perceptions of integrating soft skills and their assessment within OSCE. A comprehensive literature review was conducted, adhering to PRISMA guidelines, yielding 29 relevant studies published between 2017 and 2023. Studies were appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Quasi-Experimental Studies, the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist, and the Mixed Methods Appraisal Tool (MMAT). Results: Three themes emerged from the analysis: (1) Perception and satisfaction of nursing students towards OSCE, (2) Perception and satisfaction of other healthcare students towards OSCE, and (3) Implementation of soft skills in OSCE. The findings indicate a positive reception of OSCE as an objective assessment tool, with students appreciating its structure and consistency. However, students highlighted challenges related to the time constraints and stress associated with OSCEs, particularly when soft skills are evaluated. Incorporating soft skills enhances students’ readiness for real-world clinical practice, yet its assessment remains inconsistent across studies. Conclusion: Integrating soft skills into OSCE is critical for developing well-rounded healthcare professionals. Future research should focus on standardizing soft skill assessments in OSCE and exploring their impact on student performance and patient outcomes to meet the evolving demands of healthcare practice.

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Evaluating the Role of Objective Structured Clinical Examination as a Summative Assessment Tool in Undergraduate and Postgraduate Psychiatry Residents

Pathak,

Venkatesh,

Agarwal

et al. 2024

Cureus

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Background: The Objective Structured Clinical Examination (OSCE) is the gold standard and universal format to assess medical students' clinical competence in a comprehensive, reliable, and valid manner. OSCE is gaining global popularity for assessing medical students in various specialties. Our country uses it in multiple disciplines, but its application in psychiatry remains limited. OSCE is a resource-demanding assessment method that can face numerous challenges. A comprehensive assessment of perceptions regarding OSCE can help identify areas that need improvement. Therefore, this study was conducted to assess the perceptions of students and examiners toward OSCE in psychiatry. Aims and objectives: This study aims to evaluate the role of Objective Structured Clinical Examination as a summative assessment tool in assessing competency in undergraduate (as part of their ward leaving examinations in psychiatry) and postgraduate psychiatry residents (as part of their six-monthly assessments) and analyze the perceptions of students as well as of the faculty members regarding OSCE. Methods: Six MD students and 49 MBBS students took the OSCE as part of their ward-level exams in psychiatry. In the presence of four faculty members of the psychiatry department, students completed their six-month summative exams. The OSCE was held at separate times for UG and PG students. UG and PG students utilized different stations (PG students had a harder level). A 10-item questionnaire was given to examiners and students at the end of the OSCE to get their opinions regarding the OSCE. Furthermore, data gathered from the faculty through an open-ended questionnaire was compiled and displayed thematically. Since the Likert scale survey generated ordinal data, the statistical analysis was conducted using the median, interquartile range (IQR), and chi-square test. The chi-square test was used to compare the variables. A P-value of less than 0.05 was deemed statistically noteworthy. Results: Four faculty members and fifty-five students in all answered the questionnaire. Regarding the OSCE's characteristics, validity, reliability, and transparency, the majority of students expressed positive opinions. In a similar vein, most examiners had positive perceptions pertaining to OSCE's administration, structure, and procedures. Certain areas, such as "improved confidence in teaching clinical skills" and "improved confidence in giving students structured feedback," were also emphasized by thematic analysis of faculty members. Conclusion: In general, both students and examiners had extremely favorable perceptions of and embraced the OSCE. Improved faculty orientation and student preparation for the OSCE may help allay anxiety and overcome hesitation related to the exam.

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Health science students’ perceptions about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation

Cited by 3 publications

References 31 publications

Nursing Students’ Clinical Performance and their Perception towards OSCE and their OSCE Exam Results

Nursing Students’ Clinical Performance and their Perception towards OSCE and their OSCE Exam Results

Undergraduate Nursing and Healthcare Students’ Perception of Soft Skills Assessment in OSCE: A Systematic Review

Evaluating the Role of Objective Structured Clinical Examination as a Summative Assessment Tool in Undergraduate and Postgraduate Psychiatry Residents

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