Objective Structured Clinical Examination: The Assessment of Choice

Abstract

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.

Professors' Training In Cardiopulmonary Resuscitation Using Realistic Simulation: Evaluation Of The Effectiveness

“…Thus, they referred to the importance of regular training, in order to be able to perform the entire sequence of service to a CPA without supervision and failures. Those reports corroborate other studies [11,14,[15][16][17], in which the participants felt more confident and competent after the realistic simulation and debriefing.…”

“…Along with realistic simulation, the teaching methodology and evaluation characterized as objective structured clinical examination (OSCE) aims to evaluate the competence of the apprentice in defined clinical situations, through a structured instrument in checklist format, which assists the examiner to focus his/her attention on specific skills [11,13] in order to observe the learner's performance with real or simulated patients, over a set of stations with different specified clinical tasks for each skill [14][15].…”

TOTEK (Türk Ortopedi ve Travmatoloji Eğitim Konseyi) ve EBOT (European Board of Orthopaedics and Traumatology Fellowship) yeterlik sınavlarının karşılaştırılması

“…Bunu sağlamak adına, atama-yükseltme kriterlerinde TOTEK sertifikasının dikkate alınması yönündeki TOTEK'in tavsiyelerinin ve gelişmiş ülkelerdeki hekimlik ön şartlarından olan resertifikasyonun benimsenmesinin ülkemiz ortopedi ve travmatolojisini daha da ileriye taşıyacağı aşikârdır. [2,5,6,23] Ancak her iki sınav kıyaslandığında, TOTEK sına-vının; EBOT'un gelecekte planladığı beceri ve tutumu ölçebilen üçüncü basamak modüllerini (Onam -Muayene -Cerrahi Planlama -Cerrahi Beceri istasyonlarını) zaten uzun yıllardır içermesi, yine TOTEK sınavında literatürde de [1,16,25,[27][28][29]31,[34][35][36] geniş bir onay alan OSCE tipi soruların kullanılması, sözlü aşama istasyon sayısının ve her istasyondaki soru sayısının yük-sekliği ve bu nedenle adayı oldukça iyi değerlendirme fırsatı vermesi, EBOT'a nazaran temel üstünlükleridir ve geçerliliğini arttırmaktadır. [29,30] Yine, kapsam geçer-liliği yönünden oldukça iyi değerlendirilmiş olması da önemli avantajlarıdır.…”

Comparing Students’ Self-Assessment with Teachers’ Assessment of Clinical Skills Using an Objective Structured Clinical Examination (OSCE)

“…Additionally, as an assessment tool, it uses a task analysis of general clinical skills [27] speciic to the student's program and year of study and as stated previously is usually carried out in a simulated environments [28,29]. Contrary to traditional assessment modalities, OSCE evaluates areas that are most critical to nursing competence, for example, blood pressure, pulse, respiration, communication skills, and various other nursing interventions [25] in a simulated work environment [30]. The OSCE has for a long time been recognized as a formal assessment method in medical education [31] and is now more frequently used as an assessment method in nursing [32,33].…”

“…Objective structured clinical examination is a versatile multipurpose assessment tool that can be used to evaluate the nursing care that students deliver to patients in a clinical seting [25]. It is used in a planned and structured manner with a clear emphasis on objectivity [26].…”