Perception of Students, Staff and Simulated Patients towards Objective Structured Clinical Examination (OSCE)

Fouad, Sally; Gouda, Enas; Nasser, Asmaa Abdel

doi:10.21315/eimj2019.11.2.4

Cited by 16 publications

(14 citation statements)

References 15 publications

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“…The OSCE will provide a valid, standardized, and reliable clinical exam. It is the golden exam in most of the postgraduate degrees [ 25 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study

Nasser¹,

Sharif²,

Elkhamisy³

et al. 2021

Cureus

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Background: Although national licensing examinations (NLEs) may be a costly process, they can predict performance of medical practitioners for many years following graduation. The current licensing requirements do not fulfill this function as there are no clear performance criteria for them. Therefore, new requirements should be developed and announced.Objective: The study aims to develop a framework for the Egyptian Medical Licensing Exam (EMLE) by exploring the opinions and perceptions of Egyptian health practitioners and medical educators.Methods: This study is a two-phase exploratory mixed-method study. An online discussion forum was conducted with medical practitioners and educators concerning the development of the EMLE. Then, an online survey was distributed to explore the opinions of medical practitioners and educators about the EMLE.Results: Fifty medical practitioners and educators participated in the discussion forum about the development of the EMLE, while 266 participants responded to the online survey. The responses of the participants contributed to the development of a framework for the EMLE that is divided into two main sections, the exam logistics and the exam set up. The exam logistics included the exam committee, prerequisites for the exam, the admission criteria and fees, and validity of the license. The exam set up included exam setting, structure, pass marks, and exam retake policy. Conclusion:The study concluded that medical practitioners and educators could contribute greatly to the planning for the EMLE. Their opinions are based on their experiences and include the timing of the exam, blueprinting, assessment methods, psychometrics and retake.

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“…The OSCE will provide a valid, standardized, and reliable clinical exam. It is the golden exam in most of the postgraduate degrees [ 25 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study

Nasser¹,

Sharif²,

Elkhamisy³

et al. 2021

Cureus

Self Cite

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“…Foud et al [18] from Egypt investigated perception, among the clinical year students and staff, of OSCE as a clinical assessment tool during their clinical years through different questionnaires. They reported that OSCE is a valuable practical learning experience and most of the students agreed that OSCE helped them to identify gaps in their clinical knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Eighty eight percent of the students agreed that OSCE should remain as a form of performance assessment, and 83% of them agreed that OSCE was a valuable practical exam and provided them a great learning experience. Approximately 80.4% of the staff emphasized that faculty members need specific training to achieve more valid and reliable results when using OSCE as an assessment tool, and 76.5% of them agreed that using OSCE reduced the bias in clinical assessment [18].…”

Section: Discussionmentioning

confidence: 99%

Assessment Tools Preferred by the Undergraduate Clinical Medical Students: A Study in National Defense University of Malaysia

Reddy

Ahmed

2021

CLINICMED

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Background: Assessment in medical education is necessary to determine the students’ competency as well as other attributes. Objectives: The aim of this study was to determine the methods of assessment at the end of rotational posting examination and final professional examination at the end of the course, preferred by the undergraduate clinical medical students. Methods: This study was conducted on 89 medical students belonging to 4th and 5th year of the Faculty of Medicine, National Defense University of Malaysia (NDUM).Results: In this study 46 students were males (51.7%) and 43 (48.3%) females; the mean age was 23.5 years. Among the multiple-choice questions (MCQ), a combination that contained multiple true-false and single best answer, was preferred by 55.1% of the students. Among the essay type of written assessments “problem management patient (PMP)” questions were preferred most (46.1%) followed by modified essay questions (MEQ), short essay questions (SEQ), and key feature questions (KFQ). Among the assessments by long case, conventional long case, which had been practiced during the course, was preferred by 67.4% of the students at the end of the medical program rather than the modified or observed long case examinations. While assessment by short case, running commentary on what was being examined, was preferred by 47.2% of students, followed by no commentary (38.2%) and not sure by the rest. 56.2% of students would prefer procedure OSCEs on mannequins and the rest won’t. Picture quizzes were highly preferred (89.9%).Conclusion: At the end of the medical program the clinical medical students prefer those methods which have already been practiced by them during the academic course. For the best achievement, every tool of assessments used in the medical curriculum should be made clear to the students and the students should practice those before they proceed for final evaluation.

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“…It is the golden exam in most of the postgraduate degrees. 25,26 Adding another important point to the fairness and objectivity of the exam, the study suggested the use of a standardized setting as the national license exam is considered to be highstakes one. The criterion-referenced standard is preferred for theoretical and clinical parts of the exam.…”

Section: Discussionmentioning

confidence: 99%

<strong>The Medical Community Perspectives Regarding the Egyptian Medical License Exam: Mixed-Method Study </strong>

Nasser¹,

Sharif²,

Elkhamisy³

et al. 2020

Preprint

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Background: Although National Licensing Examinations (NLEs) may be a costly process, they can predict better performance for many following years. The current licensing requirements will not entail and new requirements will be requested. Therefore, this study suggests a framework for the development of the Medical Licensing Exam by exploring the opinions of Egyptian medical practitioners and educators regarding the exam format and criteria. Objective and methods: to describe the needed steps to develop the EMLE through a two-phase exploratory mixed-method study that had been conducted among the Egyptian medical sectors: medical practitioners and educators. Results: There were 50 clinical and academic educators shared in the online discussion about EMLE development. Then, a survey was carried out on 266 participants with various working places in which 198 of the participants were staff in the Higher Education Ministry and 68 physicians in the Ministry of Health. The input from both had contributed to the development of the following framework that is divided into two main sections; the Exam Logistics and the Exam Set up. The exam Logistics included the exam committee, prerequisites for the exam, the admission criteria and fees, and the validity of the license. While the Exam Set up included exam setting, structure, standard-setting, pass marks and reset policy. Conclusion: A Multidisciplinary team resources for the exam setting. Fairness and objectivity were highlighted through several factors; development of the exam blueprint, types of assessment methods, post-exam analysis, and standard-setting. Finally, the reset policy, fees, and validity of the license were recommended with a student-centered perspective that was suggested for the exam committee.

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Perception of Students, Staff and Simulated Patients towards Objective Structured Clinical Examination (OSCE)

Cited by 16 publications

References 15 publications

Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study

Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study

Assessment Tools Preferred by the Undergraduate Clinical Medical Students: A Study in National Defense University of Malaysia

<strong>The Medical Community Perspectives Regarding the Egyptian Medical License Exam: Mixed-Method Study </strong>

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