Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education

Brand, H.S.; Schoonheim-Klein, M.

doi:10.1111/j.1600-0579.2008.00554.x

Cited by 163 publications

(193 citation statements)

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“…In addition, the desired OSCE/SOSCE learning outcomes may not be achieved if a nursing student is stressed, anxious, nervous, or intimidated, as evidenced by symptoms that include shaking hands and a quivering voice. Such unfavorable feelings and symptoms can adversely affect nursing performance and can result in negative attitudes toward OSCE/SOSCE (Brand and Schoonheim-Klein, 2009;Byrne and Smyth, 2008;Muldoon et al, 2014;Selim et al, 2012).…”

Section: Introductionmentioning

confidence: 98%

Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination

2016

Nurse Education Today

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Section: Introductionmentioning

confidence: 98%

Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination

2016

Nurse Education Today

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“…5,6 The oral examination is a traditional form of assessment in which one or more examiners direct questions at the candidate. The aim of this type of examination is to assess factual knowledge and test other qualities such as mental agility.…”

Section: Introductionmentioning

confidence: 99%

Applicability and fairness of the oral examination in undergraduate psychiatry training in South Africa

Niehaus¹,

Jordaan²,

Koen³

et al. 2012

Afr. J. Psych

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African Journal of Psychiatry • March 2012 119 IntroductionWithin medical education throughout the world's universities, there are several means of evaluating student performance in examinations. These include written and oral examinations as well as objective structured clinical/practical examinations (OSCE/OSPE). 1,2 Health Sciences faculties in South Africa favour oral and OSCE/OSPE type examinations. Both of these modalities have specific advantages and disadvantages. OSC(P)E is a competence based examination that has been shown in many medical settings to assess clinical skills and knowledge in a reliable and valid fashion, a reflection of how communication skills are taught to medical students. In this method, learners are assessed by direct observation of their ability to communicate with simulated patients. The standardized evaluation setting in which this takes place reflects real life clinical encounters and the context of situations or problems that learners will encounter in actual medical practice. OSC(P)Es vary in length and scoring is done with a task specific checklist or a combination of checklists and rating scales. Studies exploring the link between OSCE and student performance have produced varying results. While some 3,4 have shown that OSC(P)Es have the ability to predict future postgraduate performance and that they motivate students to actively improve their clinicial skills others There are several methods of evaluating medical students' performance, such as written examination, oral examination and objective structured clinical examination (OSCE). Many studies have focused on the reliability and validity of these methods but few studies have explored comparison between these methods. Psychiatry is the only subject at the University of Stellenbosch where the final assessment consists of solely an oral component. The aim of the study was to compare students' final overall and discipline specific examination marks (i.e. in the other subjects) with the examination marks in psychiatry, and to determine if content or structure (e,g. oral, written or OSCE format) of examination impacts more on the student performance in the examination. Method: 343 final year medical students were included. All undertook their psychiatry rotation at the University of Stellenbosch, South Africa during 2008 and 2009. Data of marks obtained in all the disciplines during 2008 and 2009 were collected and class marks were compared with their final examination marks across all disciplines. Bland-Altman plots were used to assess the level of agreement between the class and examination marks. Cases below the lower threshold were compared to all other cases across all disciplines. The odds ratio for group status was calculated for gender distribution of examiners. Results: The psychiatry class mark and final oral examination mark provided similar measures within a width of 31.5. Cases below the threshold had poorer performance in two other disciplines. The gender distribution of the examiners (female-female) significant...

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“…This is interesting given that the students reported high levels of anxiety, although anxiety in the build up to and even during an OSCE is not uncommon (7,8).The format and structure of each F-OSCE varied between students and the variety of F-OSCE s undertaken reflects the environment. As the F-OSCE s were undertaken in the Paediatric Assessment Unit (PAU), histories and examinations involving respiratory and gastrointestinal systems predominated.…”

Section: Discussionmentioning

confidence: 99%

The introduction and evaluation of a consultant led formative OSCE (F-OSCE)

Jeffreys¹,

Vallabhaneni²

2018

MedEdPublish

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This article was migrated. The article was not marked as recommended. Background & AimsThe use of OSCEs as a tool to examine students has been extensively evaluated and they are now seen as the gold standard in examination tools in the examination of medical and allied health students throughout the world. As part of the Child Health attachment at Swansea University Medical School, a formative OSCE has been introduced as a teaching method. This also aids in exposing students to an OSCE in a non-simulated Paediatric environment for the first time. The aim of this study is to evaluate whether students find the formative OSCE a helpful teaching tool.MethodsAn online questionnaire was send to students following their five week specialty attachment. Responses to the survey were voluntary and anonymous. The survey explored student's attitudes before and after the formative OSCE.Results47 students responded out of 69. Overall, students reported a high level of satisfaction with the formative OSCE. 95% found it useful to their learning, with 89 % stating their knowledge improved following the formative OSCE. 100% described the feedback they received immediately following their OSCE as helpful while 65% reported feeling anxious prior to their OSCE.ConclusionIt can be concluded the formative OSCE was a successful aid to assess students. Majority reported positive experiences and felt that the formative OSCE aided their learning. Students suggested similar assessments would be beneficial in other specialty attachments. Formative OSCE's, when conducted in ideal environment, can fulfill both regulatory and supervisory requirements.

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Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education

Abstract: State anxiety was elevated during all three assessment methods. However, anxiety was not predictive of performance outcome in the OSCE, written examination or preclinical preparation test.

Cited by 163 publications

References 48 publications

Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination

Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination

Applicability and fairness of the oral examination in undergraduate psychiatry training in South Africa

The introduction and evaluation of a consultant led formative OSCE (F-OSCE)

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