Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study

Abstract

Objectives: This study aims to understand students’ perception of the usefulness of end-of-clerkship (EOC) as compared to professional exam Objective Structured Clinical Examinations (OSCE) and to compare student performance in both examinations.
 Methods: We conducted a cross-sectional study of medical students who were studying in the final year at Shifa College of Medicine, Shifa Tameer-e-Millat University, and appeared in both end-of-clerkship and final professional exams. The study was conducted in October 2019. The data was collected through a self-constructed questionnaire. The scores of all participants were also recorded. The data obtained was analyzed on IBM’s statistical package for the social sciences (SPSS) version 23 (IBM, Armonk, NY). Descriptive statistics were used for qualitative variables. Mean and standard deviation was calculated for quantitative variables. Chi-square test was also applied to assess for significant differences.
 Results: Out of 115 participants, 57 (49.6%) were males and 58 (50.4%) were females. Most of the participants (75.7%) agreed that both OSCEs were well-structured. Participants found that both the exams give a good cross-section of paediatrics and allowed them to learn something new (p=0.00). 45% of participants perceived that the end-of-clerkship OSCE exam helped in orienting them for the final professional exam by identifying their weaknesses.
 Conclusion: Although the EOC OSCE served as a good preparatory exercise, it did not alleviate the stress levels. However, the results in both OSCEs were comparable and students were satisfied with the current weightage of marks distribution.
 doi: https://doi.org/10.12669/pjms.37.2.3422
 How to cite this:Khan SA, Aaraj S, Talat S, Javed N. Students’ perception and scores in Paediatrics end-of-clerkship and final professional Objective Structured Clinical Examination (OSCE): A comparative study. Pak J Med Sci. 2021;37(2):---------. doi: https://doi.org/10.12669/pjms.37.2.3422
 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Designing a comprehensive clinical competency test for operating room technology student

“…believe that one of the proper evaluation methods to assess the clinical skills of the students is the OSCE method which has appropriate criteria for clinical evaluation of the students. [ 29 30 31 ] The results of the study by Gandomkar and Amini also showed that among the clinical skills evaluation tests, OSCE test is the most used test in the clinical medical courses in Iran. [ 32 33 34 ] Results of the study by Rafiee et al .…”

Objective structured clinical examination (OSCE): níveis de estresse, ansiedade e percepções de estudantes de medicina relacionados ao desempenho – um estudo de métodos mistos

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“…No entanto, apesar de seu valor formativo e de sua contribuição para a consolidação de competências necessárias à formação profissional, muitos estudantes associam níveis aumentados de estresse e ansiedade em provas de demonstração de habilidades e atitudes, como o OSCE (KHAN et al, 2021;FERREIRA et al, 2020), o que acarretaria prejuízo no desempenho por conta dos sentimentos desencadeados.…”

“…Embora existam evidências na literatura de estudos que relatam como estudantes se sentem mais estressados e ansiosos no momento da realização de avaliações de habilidades, como o OSCE (TRONCON, 2004;WALTON, 2018;KHAN et al, 2021;KHORASHAD, 2014;RETEGUIZ, 2006;MARTIN;NAZIRUDDIN, 2020), ainda não existe consenso sobre a influência desses níveis elevados de estresse e ansiedade sobre o desempenho acadêmico no OSCE.…”

“…Corroborando essa ideia, existe um corpo de evidências que relaciona ansiedade, nervosismo e estresse à realização do OSCE tanto no curso médico como em outros cursos da saúde(BROSNAN et al, 2006;NULTY, 2011;BRAND;SCHOONHEIM-KLEIN, 2009).Labaf et al (2014) observaram, em estudo realizado com estudantes de Medicina da Universidade de Ciências Médicas de Teerã, que a grande maioria destes considerava o OSCE mais estressante e intimidante quando comparado à avaliação de múltipla escolha. Os residentes em pediatria também relataram que, embora considerassem o OSCE útil no seu processo de formação, identificando suas fragilidades, tratava-se de uma avaliação estressante(KHAN et al, 2021).Resultado semelhante foi encontrado porSiddiqui (2013) em seu estudo sobre a percepção dos estudantes de Medicina a respeito do OSCE, em que a maioria dos participantes percebeu o OSCE como método avaliativo estressante, sendo a postura dos avaliadores e as instruções vagas alguns dos fatores estressores. Em uma comparação entre o OSCE e os métodos convencionais de avaliação, os estudantes consideraram o OSCE mais estressante, apesar de mais efetivo para avaliação de habilidades clínicas (LAZARUS, 1983).…”