The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: A critical review

Smith, Valerie; Muldoon, Kathryn; Biesty, Linda

doi:10.1016/j.nepr.2012.04.012

Cited by 64 publications

(38 citation statements)

References 29 publications

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“…The overall average student performance for the Basic Life Support station was 93.7% , with a minimum score of 21 out of 60, and a maximum score of 60 out 60)( Figure 2 In classical psychometrics terms internal consistency was moderate. The overall average performance (SD) of the students was competence and for responding to student diversity in education [8]. However, there are a number of notable disadvantages associated with OSCEs.…”

Section: Resultsmentioning

confidence: 99%

Back to the Future: Electronic Marking of Objective Structured Clinical Examinations and Admission Interviews Using an Online Management Information System in Schools of Health Sciences

Kropmans¹

2015

J Health Med Informat

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Background: The Objective Structured Clinical Examination (OSCE) and Multi Mini Interviews (MMI) are established tools in the repertoire of clinical assessment methods in Schools of Medicine and Health Sciences worldwide. The use of OSCEs facilitates the assessment of psychomotor skills as well as knowledge and attitudes. Identified benefits of OSCE assessment include development of students' confidence in their clinical skills and preparation for clinical practice. However, a number of challenges exist with the traditional paper methodology, including documentation errors and inadequate student feedback, electronic assessment is therefore new future.Objectives: To explore electronic OSCE delivery and evaluate the benefits of using an electronic OSCE management system. Design: A pilot study was conducted using electronic software in the management of a five station OSCE assessment with a cohort of first year undergraduate medical students delivered over two consecutive years (n=383) in one higher education institution in Ireland.Methods: All OSCE documentation was converted to electronic format. Assessors were trained in the use of the OSCE management software package and laptops were procured to facilitate electronic management of the OSCE assessment. Following the OSCE assessment, assessors were invited to evaluate the experience.Results: Electronic software facilitated the storage and analysis of overall group and individual results thereby offering considerable time savings. Submission of electronic forms was allowed only when fully completed thus removing the potential for missing data. Conclusions:Analysis of results highlights issues around inter-rater reliability and validity of measurement tools. Regression analysis, as a standard setting method, increases fairness of result calculations as compared to static cutoff scores.

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Section: Resultsmentioning

confidence: 99%

Back to the Future: Electronic Marking of Objective Structured Clinical Examinations and Admission Interviews Using an Online Management Information System in Schools of Health Sciences

Kropmans¹

2015

J Health Med Informat

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“…These feelings of anxiety were compounded because it played a major role in assessing students' competence and confidence levels prior to practising in the clinical setting (Smith, Muldoon & Biesty, 2012;Pandya & Bhagwat & Kini, 2010;Pender & de Looy, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Further research looking at other groups of students who may undertake an OSCA is warranted to validate these findings. In summary Smith, Muldoon and Biesty (2012) state the main benefit of the OSCA is that it can be implemented as an assessment tool to assess students' competence level prior to clinical placement.…”

Section: Limitations Of This Reviewmentioning

confidence: 99%

Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student's experience of their first clinical placement

Stunden

Halcomb

Jefferies

2015

Nurse Education Today

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2015). Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student's experience of their first clinical placement. Nurse Education Today, 35 (9), 987-991.Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student' s experience of their first clinical placement AbstractBackground One form of assessment that tests students' theoretical skills and confidence in their clinical practice is known as the Objective Structured Clinical Assessment (OSCA). Traditionally it was first launched from medical education, and is now being incorporated by other disciplines, such as nursing. Objectives This review seeks to present the best available evidence into strategies that help reduce first year nursing students' anxiety levels prior to undergoing OSCA and clinical placement. Search Strategy A systematic literature search was performed using Medline and CINAHL. Selection Criteria This review considered any English language original research published between 2005 and 2013. Results A literature search located 117 articles. Eight articles were identified as meeting the inclusion in criteria. Majority of studies reported simulation session prior to the OSCA increased students confidence and reduced their anxiety levels. This resulted in students' reporting that they valued the OSCA as a worthwhile assessment. However there were four major themes: that students were anxious about attending the OSCA; that adequate preparation was seen as a coping strategy; that simulation was a further cause for anxiety; and that the simulation experience could also be used as an OSCA tool. Conclusions Students who have been exposed to simulation scenarios before the OSCA are able to cope much better during the OSCA. Therefore, it is highly recommended to incorporate simulation scenarios into the nursing curricula for first year nursing students' clinical units to help reduce their anxiety levels prior to OCSA.

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“…It clearly does not reproduce the embodied experience of real-life practice in real family homes (Ferguson, 2011). Simulated methods of learning and assessment have been claimed to cause high levels of stress and anxiety for students (Fidment, 2012), and to undermine the concept of holistic practice by focusing on a narrow range of skills and knowledge (Smith, Muldoon, & Biesty, 2012;Wanstall, 2010), these skills arguably being different in some respects from those required in real practice (Atkins, Roberts, Hawthorne, & Greenhalgh, 2016). Nevertheless, the advantage of standardization makes it a very useful technique for the comparative evaluation of a new social work training program.…”

Section: Simulated Practice In Learning and Assessmentmentioning

confidence: 99%

Evaluation of a Fast-Track Postgraduate Social Work Program in England Using Simulated Practice

Scourfield

Maxwell

Zhang

et al. 2017

Research on Social Work Practice

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Objective: Using data from our evaluation of the Frontline fast-track social work training program, introduced by the Government in England, we compare the performance of the first cohort of Frontline trainees with students from regular social work programs using simulated practice. Method: Forty-nine Frontline trainees were compared with 36 postgraduate students in high-tariff universities and 30 students from a range of other regular programs. Kruskal–Wallis tests were used to compare the performance of the three groups in interviews and written reflections. Results: Frontline trainees were rated significantly higher than comparison groups for the quality of their interviewing and written reflection. Despite these higher ratings for practice quality, the Frontline trainees’ rating of their own confidence in their abilities was lower than their counterparts on regular programs. Conclusions: The practice quality of Frontline graduates is promising. Longitudinal research is needed in real practice settings.

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The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: A critical review

Cited by 64 publications

References 29 publications

Back to the Future: Electronic Marking of Objective Structured Clinical Examinations and Admission Interviews Using an Online Management Information System in Schools of Health Sciences

Back to the Future: Electronic Marking of Objective Structured Clinical Examinations and Admission Interviews Using an Online Management Information System in Schools of Health Sciences

Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student's experience of their first clinical placement

Evaluation of a Fast-Track Postgraduate Social Work Program in England Using Simulated Practice

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