Systematic review of student anxiety and performance during objective structured clinical examinations

Martin, Randy D.; Naziruddin, Zahra

doi:10.1016/j.cptl.2020.07.007

Cited by 44 publications

(17 citation statements)

References 31 publications

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“…The decreased stress levels expressed by the students in our study could potentially be due to a result of being in the comfort of their home surroundings and, in some cases, the absence of peer anxiety. However, it should be noted that a recent systematic review examining the relationship between OSCE-associated test anxiety and OSCE performance found that there was little influence on student performance [ 22 ]. Another study compared the performance of two cohorts of pharmacy students with one cohort in 2020 that undertook the OSCE virtually during the pandemic and the second cohort in 2019 with traditional methods [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic

2022

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Objective Structured Clinical Examinations (OSCEs) are routinely used in healthcare education programs. Traditionally, students undertake OSCEs as face-to-face interactions to assess competency in soft skills. Due to physical distancing restrictions during COVID-19, alternative methods were required. This study utilized a mixed-method design (online survey and interviews) to evaluate second-year pharmacy students’ and examiners’ experiences of their first virtual OSCEs in Australia. A total of 196 students completed their first virtual OSCE in June 2020 of which 190 students completed the online survey. However, out of the 190 students, only 88% (n = 167) consented to the use of the data from their online survey. A further 10 students and 12 examiners were interviewed. Fifty-five students (33%) who participated in the online survey strongly agreed or agreed that they preferred the virtual experience to face-to-face OSCEs while 44% (n = 73) neither agreed nor disagreed. Only 20% (n = 33) felt more anxious with the virtual OSCEs. Additionally, thematic analysis found non-verbal communication as a barrier during the OSCE. Positive aspects about virtual OSCEs included flexibility, decreased levels of anxiety and relevance with emerging telehealth practice. The need for remote online delivery of assessments saw innovative ways of undertaking OSCEs and an opportunity to mimic telehealth. While students and examiners embraced the virtual OSCE process, face-to-face OSCEs were still considered important and irreplaceable. Future opportunities for OSCEs to be delivered both face-to-face and virtually should be considered.

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Section: Discussionmentioning

confidence: 99%

Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic

2022

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“…This aspect of OSCE needs good practice and may be the reason of stress among participants 18 . The test anxiety and stress is higher with OSCE as compared to other forms of assessment but has no or minimal influence of performance 25 . Providing training to all those involved and make them aware of any potential problems will make the OSCE run smoother, and students will adopt it quickly easier.…”

Section: Discussionmentioning

confidence: 87%

Perception of Postgraduate Family Medicine Trainees About the Objective Structured Clinical Examination (Osce) Assessment Method

Ullah

2021

JMS

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Abstract Background: Assessment drives learning and improving the quality of assessment has a remarkable impact on the quality of learning. Objective Structured Clinical Examination is termed more reliable and valid as compared to conventional practical examination. Objective: The objective of this study was to find the perception of postgraduate family medicine trainees about the OSCE assessment method and compare those having previous experience with those having no previous experience. Methodology: This was a cross-section study conducted at the end of exit examination of diploma in family medicine at the Family Medicine Department, Khyber Medical University Peshawar. Data were collected on an eleven items questionnaire on a five-point Likert Scale. Study participants were categorized based on their previous experience of the OSCE, and were grouped into two categories. Data were analyzed by using Fisher’s Exact test and a p-value of ? 0.05 was considered statistically significant. Results: 56 out of 60 candidates returned completed questionnaires. The response rate was 93.33% where the majority were males 52(92.9%). Participants with experience of the OSCE were 22 (39.3%) while 34 (60.7%) were having no experience of the assessment method. There was a significant difference (p= 0.001) in the perception about the OSCE with the simulated patient than real patient, fairness and reliability of the OSCE, stress and length of the OSCE and reduction of bias in the OSCE. The perception about weightage to be given to the OSCE in any examination was significantly different (p=0.004) between the two groups. Conclusion: Participants of both groups (experienced vs non-experienced) agreed on some aspects of the OSCE. Their opinion differed about the fairness, validity and stress related to the OSCE assessment method. This difference is probably explained by the inadequacy of an experience to form an opinion. Keywords: Conventional practical examination, Family medicine, OSCE.

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“…This is consistent with previous literature in both health professions education 23 and broader education literature 24,25 in which the score report itself lessened post-exam anxiety beyond the relief of completing the exam. While there is literature on the impact of test anxiety on performance in an OSCE with a recent systematic review by Martin and Naziruddin, 26 the literature focuses on how pre-OSCE anxiety does or does not impact performance. Our study demonstrated that a post-OSCE score report can lessen anxiety for many students prior to other high stakes events such as the next high stakes assessment or residency interviews.…”

Section: Discussionmentioning

confidence: 99%

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Daniels

Ortiz

Sandhu

et al. 2021

Journal of Medical Education and Curricular Development

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Introduction There is growing literature on increasing feedback from Objective Structured Clinical Examinations (OSCEs) and one approach is a score report. The purpose of this study was to implement and evaluate a score report for a second and fourth-year medical school OSCE. Methods We developed an electronic OSCE score report that displayed comments and performance by domain within and across stations (checklist items and rating scales were tagged to each domain). Our initial pilot released the score report after pass/fail decisions but subsequent iterations released the score report the same day as the exam. Our evaluation approach included both student surveys and focus groups. Results Students felt the OSCE score report was accurate, identified strengths and weaknesses, and would likely cause them to take future action, with second-year students more likely to act on the report than fourth year students. The thematic analysis revealed barriers and enablers to utilizing feedback as well as the power of the score report to reduce anxiety. Conclusions Our OSCE score report was simple to develop and implement the same day as an OSCE with an overall positive response from students with respect to accuracy and ability to use the information for future learning.

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Systematic review of student anxiety and performance during objective structured clinical examinations

Cited by 44 publications

References 31 publications

Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic

Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic

Perception of Postgraduate Family Medicine Trainees About the Objective Structured Clinical Examination (Osce) Assessment Method

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

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