Objective Structured Clinical Examination? How students perceive their learning after OSCE

Yusuf, Lamia

doi:10.12669/pjms.37.4.4005

Cited by 9 publications

(3 citation statements)

References 11 publications

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“…From the future physician's view, the limited time reflects the limited time available during a physician's daily routine. The case vignette and task descriptions of the stations were clear and distinct, which is often described by other studies but may be biased by the one-sided publication of good results (40)(41)(42)(43). A total of 78% of the respondents prefer an OSCE, corresponding to studies in Ethiopia and Nigeria (44,45).…”

Section: Discussionmentioning

confidence: 89%

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Plöger,

Abramian,

Egger

et al. 2023

Front. Med.

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Objective structured clinical examination (OSCE) is a well-known assessment method to evaluate clinical skills and competence in healthcare. Following the recently reformed National Competence-Based Catalog of Learning Objectives in Medicine, the implementation of this assessment method in the training program for medical students is now obligatory in Germany. This major change requires a reorganization not only of the training programs but also of the students themselves and the way they learn. We performed a poll evaluating the students’ opinions regarding these major changes and the implementation of the OSCE with a new training program. To implement this assessment method and to evaluate the OSCE, Kern’s six-step approach comprising (1) problem identification and general needs assessment, (2) needs assessment of the targeted learners, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback was applied. To evaluate and gather feedback, a poll was used to analyze the student’s opinions regarding OSCE in gynecology and obstetrics and OSCE in general, in addition to the regular analysis of the students’ results. To reform the educational strategy, a two-step approach was developed: First, the students completed the regular training program and a written examination, and second, they participated in a 1-week clerkship, in small group teaching, and in the OSCE. The OSCE stations were developed primarily based on the National Competence-Based Catalog and the German Catalog of Learning Objectives in Medicine, as well as on the feedback of experts reflecting their expectations for physicians beginning their careers. The students performed well in the OSCE and gave positive feedback regarding this examination method. Furthermore, they welcomed the upcoming changes by considering OSCE a valuable assessment tool, and they showed appreciation for the two-step approach by supporting the combination of an OSCE and a written examination. Thus, this article presents the implementation of an OSCE and a strategy for the adaptation of the curriculum to fulfill the new OSCE requirements and—to our knowledge—reveals students’ primary opinions regarding the changes in their medical training program for the first time.

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Section: Discussionmentioning

confidence: 89%

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Plöger,

Abramian,

Egger

et al. 2023

Front. Med.

View full text Add to dashboard Cite

show abstract

“…The impact of OSCE exam in evaluating student knowledge, communication, and clinical skills competencies was evident in many studies (35)(36)(37)(38). OSCE exam has been used to assess students' knowledge gained (i.e., to "show how") (39)(40)(41)(42), their ability to memorise and reproduce the information (i.e., students "know" and "know-how") (39)(40)(41)(42), and making students more self-aware and encourages them to identify their strengths and weaknesses.…”

Section: Discussionmentioning

confidence: 99%

Implementing OSCE Exam for Undergraduate Pharmacy Students: A Two Institutional Mixed-Method Study

Alhamad

Jaber

Nusair

et al. 2023

Jordan j. pharm. sci.

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Introduction: This study evaluates undergraduate pharmacy students' and examiners’ perceptions of implementing OSCE exam. Methods: A sample of 185 undergraduate pharmacy students (138 from Zarqa University and 47 from Yarmouk University) and 20 examiners were invited to complete a quantitative survey and qualitative focus group discussion, respectively. Results: 103 out of 185 (56%, response rate) undergraduate pharmacy students completed the quantitative survey, with 11 examiners out of 20 (55%) agreeing to participate in the examiners' focus group discussion. Most pharmacy students agreed that OSCE exam was a practical and useful experience (74.8%) and should be part of the assessment in other pharmacy courses (61.2%). However, less than a quarter thought that OSCE exam was not fair (17.5%), very intimidating (20.4%), and needed more time (29.1%). Examiners were generally in favour of OSCE exam being well-organised and well-administered despite the need for a large place to conduct and a good number of pharmacy staff to implement. Conclusion: Pharmacy students and examiners agreed that OSCE exam is an excellent and preferable clinical assessment tool. This study provides a scheme to evaluate OSCE exam as a clinical assessment tool and would help policy-makers gain more insight into the impact of implementing OSCE exam on students' clinical knowledge and communicational skills development and learning process.

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“…The concept of OSCE was first introduced by Harden and Gleeson in 1979, requiring examinees to move through various stations, each presenting a unique clinical scenario. At these stations, students must demonstrate specific clinical examination skills within a predetermined timeframe [3]. It is also designed to test clinical performance and capability of nursing such as communication skills, clinical examination and nursing procedures.…”

Section: Introductionmentioning

confidence: 99%

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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Objective Structured Clinical Examination? How students perceive their learning after OSCE

Cited by 9 publications

References 11 publications

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Implementing OSCE Exam for Undergraduate Pharmacy Students: A Two Institutional Mixed-Method Study

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

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