Observations on the relationship between the dietetic objective structured clinical examination and placement outcome

Abstract

Aim Objective structured clinical examinations (OSCEs) are used extensively in medical education to prepare students for the clinical setting. Their use in dietetic education is still relatively new, and relationships to placement outcomes are unknown. The aim of this study was to explore 11 years of OSCE and placement data to answer the following questions: Does the OSCE predict dietetic placement outcome? and, What are the student perceptions of the benefits of OSCE in preparation for practice? Methods Data were collected retrospectively from 328 students between 2006 and 2017 who had completed their final year OSCE and placement. Aggregate OSCE marks and mean marks obtained in active and passive OSCE stations were compared with placement outcome. Evaluation questionnaires completed by students at the end of the OSCE were collated. Results Aggregate marks achieved in OSCE stations were significantly different for students who passed (mean = 63.24, SD = 7.94), struggled (mean = 58.25, SD = 8.82) or failed (mean = 57.31, SD = 8.28) placement, P < 0.001. Majority of students perceived the OSCE as a meaningful and fair assessment (92%) that helped to prepare them for practice (82%). Conclusions The OSCE provides a meaningful assessment of dietetic student skills in preparation for practice. Aggregate OSCE marks provide a consistent indicator of students who are likely to struggle in practice.

Internal coherence matters: Lessons for nutrition and dietetics research

“…The remaining 18 potential articles underwent full text review and were assessed against the eligibility criteria, resulting in 14 included articles describing dietetics education or credentialing research. Of these studies, three focused on competency standards, 23 , 24 , 25 four on assessment, 26 , 27 , 28 , 29 five on curriculum, 30 , 31 , 32 , 33 , 34 and two on continuing education 35 , 36 (Table 2 and Figure S1 ). These characteristics were reviewed by the authors with the aim of identifying one published example from scientific, 28 interpretive 31 and critical 24 approaches that could best illustrate the stated philosophy and be critiqued for internal coherence.…”

“…Of these studies, three focused on competency standards, 23 , 24 , 25 four on assessment, 26 , 27 , 28 , 29 five on curriculum, 30 , 31 , 32 , 33 , 34 and two on continuing education 35 , 36 (Table 2 and Figure S1 ). These characteristics were reviewed by the authors with the aim of identifying one published example from scientific, 28 interpretive 31 and critical 24 approaches that could best illustrate the stated philosophy and be critiqued for internal coherence. The selected papers are summarised in Table 2 and discussed critically below; initially presenting a summary of their study aims and approaches and then critiquing their internal coherence in line with their approaches.…”

“…Scientific approach : Parkin and Collinson 28 took a scientific approach to examine the relationship between objective structured clinical examination (OSCE) performance and placement performance. They also sought to understand students' perceptions of the benefits of their OSCE.…”

UK Dietitians’ views on communication skills for behaviour change: A 10 year follow‐up survey

“…30 There was also increased confidence in their skill level, although this was not related to an objective measure of skill or subsequent performance. Although performance at OSCEs has been related to placement outcome, 46 details on the specific communication skills assessed were not provided.…”

Observed structured clinical examination as a means of assessing clinical skills competencies of ANPs

“…OSCEs were primarily introduced to medical education as a means of assessing the skills and ability of surgical students, rather than a test of factual information, (Cuschieri et al, 1979). The use of an OSCE is often perceived as having the resilience to prepare students for practice, with the robust use of this simulated approach is thought to closely link theory to practice (Parkin and Collinson, 2019).…”