How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE)

Hamann, Claus; Volkan, Kevin; Fishman, Mary; Silvestri, Ronald C.; Simon, Steven R.; Fletcher, Suzanne W.

doi:10.1186/1472-6920-2-1

Cited by 41 publications

(30 citation statements)

References 38 publications

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“…Early in undergraduate training correct technique of history taking and demonstration of physical signs to arrive at a conclusion may be all that is required. 10,12,13 At the end of the training however, testing a broader range of skills, may be required. This could include formulation of a working diagnosis, data and image interpretation, requesting and interpreting investigations, as well as communication skills.…”

Section: Skills Assessed In Oscesmentioning

confidence: 98%

“…In a study from Harvard medical school, students in second year were found to perform better on interpersonal and technical skills than on interpretative or integrative skills. 10,11 This allows for review of teaching technique and curricula.…”

Section: Advantages and Disadvantages Of Oscementioning

confidence: 99%

“…OSCE takes much shorter time to execute examining more students in any given time over a broader range of subjects. 10,11,12 However no examination method is flawless and the OSCE has been criticized for using unreal subjects even though actual patients can be used according to need. 11 OSCE is more difficult to organize and requires more materials and human resources.…”

Section: Advantages and Disadvantages Of Oscementioning

confidence: 99%

See 2 more Smart Citations

Objective Structured Clinical Examination: The Assessment of Choice

Zayyan¹

2011

OMJ

220

167

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The Objective Structured Clinical Examination is a versatile multipurpose evaluative tool that can be utilized to assess health care professionals in a clinical setting. It assesses competency, based on objective testing through direct observation. It is precise, objective, and reproducible allowing uniform testing of students for a wide range of clinical skills. Unlike the traditional clinical exam, the OSCE could evaluate areas most critical to performance of health care professionals such as communication skills and ability to handle unpredictable patient behavior.

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Section: Skills Assessed In Oscesmentioning

confidence: 98%

Section: Advantages and Disadvantages Of Oscementioning

confidence: 99%

Section: Advantages and Disadvantages Of Oscementioning

confidence: 99%

See 1 more Smart Citation

Objective Structured Clinical Examination: The Assessment of Choice

Zayyan¹

2011

OMJ

220

167

View full text Add to dashboard Cite

show abstract

“…The OSCE format was selected to evaluate the impact of the curriculum on residents given that the use of standardized patients to measure clinical competence has been identified as an effective, objective evaluation method. (Hamann et al, 2002;Carraccio et al, 2004). Where methods of gathering descriptive data such as in-person interviews or focus groups offer advantages for research of this nature, telephone interviews were deemed more practical for this study because of time constraints imposed by the participants clinical rotations.…”

Section: Methodsmentioning

confidence: 99%

Developing and evaluating a residents’ curriculum

Hafler

Connors²,

Volkan

et al. 2005

Medical Teacher

Self Cite

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This study examines the impact of a Bright Futures-based curriculum designed to teach pediatric residents how to integrate health education principles into everyday clinical practice. A two-phase study was conducted to evaluate the curriculum using both quantitative and qualitative methods. To measure the curriculum's impact on residents' clinical performance, a pre- and post-objective structured clinical examination (OSCE) design was administered to 14 residents in two groups: a control group (n=8) and an intervention group (n=6). Performance scores improved in the intervention group from pre- to post-testing in three core curriculum concepts (there was no change in the control group); performance in a fourth concept improved in both groups; and for the remaining two concepts, there was no change among the intervention group but an improvement in scores among those in the control group. Residents in the intervention group reported the curriculum to be of high quality and low difficulty. This study demonstrated that the curriculum had a positive impact on a resident's perceptions of his or her practice one year after participating in the intervention. The data suggest that each of the modules can be taught, the content learned and the principles applied to one's clinical practice.

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“…In other words, the present study aimed to evaluate the quality of the existing curriculum in teaching communication, clinical examination, medical procedures/prescription, and interpretation of results [12], during the clerkship.…”

Section: Introductionmentioning

confidence: 99%

– Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

Mirzazadeh

Bavarian²,

Labaf³

et al. 2013

aoms

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IntroductionThe inefficacy of clinical skill education during the clerkship has been reported in several studies. The present study was conducted to evaluate the competency of medical students in performing several clinical skills through an Objective Structured Clinical Examination (OSCE), aiming to evaluate the quality of the existing curriculum in the clerkship phase.Material and methodsThe cross sectional study was conducted at the end of the clerkship period, before the students had entered the internship. The OSCE exam was conducted in the morning (2 different tracts) and in the evening (2 similar tracts) and 86 students participated in the exam. Each tract consisted of seven stations. The students’ points in the stations assessing history taking and clinical skills were compared.ResultsThe students gained the highest points in the history taking stations, whereas the procedure stations accounted for the lowest points; there was a significant difference between these stations (p < 0.001). The female students achieved higher scores in the OSCE exam compared to males (p = 0.004).ConclusionsThe OSCE exam revealed the inefficacy of the current medical curriculum in teaching the required clinical skill to undergraduate medical students during the clerkship.

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How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE)

Abstract: Background: Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course.

Cited by 41 publications

References 38 publications

Objective Structured Clinical Examination: The Assessment of Choice

Objective Structured Clinical Examination: The Assessment of Choice

Developing and evaluating a residents’ curriculum

– Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

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