Money makes the (medical assessment) world go round: The cost of components of a summative final year Objective Structured Clinical Examination (OSCE)

Brown, Craig; Roß, Sarah; Cleland, Jennifer; Walsh, Kieran

doi:10.3109/0142159x.2015.1033389

Cited by 57 publications

(40 citation statements)

References 22 publications

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“…Many proponents themselves point out that the doctors who are subsequently identified and disciplined still initially passed the NLE (Tamblyn et al 2007;Wenghofer et al 2009;Norcini et al 2014). Finally, NLEs are expensive to run (Brown et al 2015).…”

Section: Resultsmentioning

confidence: 99%

The medical licensing examination debate

Archer

Lynn

Coombes

et al. 2016

Regulation & Governance

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National licensing examinations are typically large-scale examinations taken early in a career or near the point of graduation, and, importantly, success is required to subsequently be able to practice. They are becoming increasingly popular as a method of quality assurance in the medical workforce, but debate about their contribution to patient safety and the improvement of healthcare outcomes continues. A systematic review of the national licensing examination literature demonstrates that there is disagreement between assessment experts about the strengths and challenges of licensing examinations. This is characterized by a trans-Atlantic divide between the dominance of psychometric reliability assurance in North America and the wider interpretations of validity, to include consequences, in Europe. We conclude that the debate might benefit from refocusing to what a national licensing examination should assess: to achieve a balance between assessing a breadth of skills and the capacity for such skills in practice, and focusing less on reproducibility.

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Section: Resultsmentioning

confidence: 99%

The medical licensing examination debate

Archer

Lynn

Coombes

et al. 2016

Regulation & Governance

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“…Here in Ireland, Kropmans et al estimate costs of running an OSCE of 7-12 stations approximately 11 times for 670 students in an Irish medical school would produce 9380 assessment forms and cost on average Euro 29 500.00 (Euro 2.80 per form) (Kropmans, et al, 2012). Despite being an expensive exam, cost effective analyses would suggest that it is still an effective and feasible method of examination but due consideration needs to be given to the resources it requires (Frye, et al, 1989) (Brown, et al, 2015) (Hasle, et al, 1994). In the climate of ever escalating costs, demands on resources and staff time, we decided to explore potential solutions to minimise these drawbacks to help preserve the OSCE as a viable method of examination in medicine.…”

Section: Introductionmentioning

confidence: 99%

An independent appraisal of an electronic OSCE management software system in a Psychiatry examination

Fernandez¹,

Guerandel²

2019

MedEdPublish

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BackgroundThe Objective Structured Clinical Exam (OSCE) is a method of assessment in psychiatry but is high in expenditure, requiring large amounts of staff time and an extensive paper trail. The Online Management Information System (OMIS) for OSCEs is a software system that proposes to reduce these drawbacks. AimsThe aim of this study was to independently evaluate the use of OMIS through feedback from all key stakeholders involved in developing, administering and implementing an OSCE in a medical school. MethodThe independent appraisal of the system was done by an anonymous survey of four major participants in an OSCE; examiners, students, the academic team in charge of preparing and implementing the OSCE and an independent Information Technology (IT) team from the university who appraised the software. ResultsFeedback from examiners, academic team and IT experts was positive indicating a preference for OMIS over the typical paper format. Students mostly indicated a neutral response stating that OMIS had neither a positive nor negative effect on them during the exam. A few participants expressed concerns over data security, difficulty with some software features and the system not being optimised for hand-held devices. ConclusionIn general, OMIS is presents as a promising tool to enhance the implementation and delivery of an OSCE exam over the typical paper format of the exam. Fernandez C, Guerandel A MedEdPublish

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“…Healthcare professional education is expensive and there is growing interest in developing methods of medical education that will maximise outcomes for a given spend 1. E-learning is one method that could deliver low-cost and high-value healthcare professional education but there is little evidence that it can actually do this, and until now there has also been little interest in how learners perceive the value of e-learning in light of its cost.…”

Section: Introductionmentioning

confidence: 99%