Assessing residents' clinical performance: Cumulative results of a four-year study with the Objective Structured Clinical Examination

Surgery ◽  
1998 ◽  
Vol 124 (2) ◽  
pp. 307-312 ◽  
Author(s):  
Richard W. Schwartz ◽  
Donald B. Witzke ◽  
Michael B. Donnelly ◽  
Terry Stratton ◽  
Amy V. Blue ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Clinical Performance ◽  
Objective Structured Clinical Examination

The use of the objective structured clinical examination (OSCE) in a practice-based health discipline: Academic and student experience in paramedicine

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Andy Bell ◽  
Jennifer Kelly ◽  
Peter Lewis
Keyword(s):  
Clinical Examination ◽  
Best Practice ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Reliability And Validity ◽  
Specific Area ◽  
Training Model ◽  
Objective Structured Clinical Examination ◽  
Evidence Based ◽  
Effective Measure

Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia.  With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance.  The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed.  However, all data was non identifiable at time of data collection.  Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.

The Objective Structured Clinical Examination: An Alternative Approach to Assessing Student Clinical Performance

1987 ◽  
Vol 26 (1) ◽  
pp. 39-41
Author(s):  
Janet McKnight ◽  
Elizabeth Rideout ◽  
Barbara Brown ◽  
Donna Ciliska ◽  
Diane Patton ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Clinical Performance ◽  
Objective Structured Clinical Examination ◽  
Alternative Approach

Effects of Job Burnout and Emotional Labor on Objective Structured Clinical Examination Performance Among Interns and Residents in Taiwan

2017 ◽  
Vol 42 (2) ◽  
pp. 233-257 ◽  
Author(s):  
Chen-Yu Wang ◽  
Jen-De Chen ◽  
Chih-Hung Wang ◽  
Jong-Yi Wang ◽  
Chih-Jaan Tai ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Emotional Labor ◽  
Clinical Performance ◽  
Maslach Burnout Inventory ◽  
Job Burnout ◽  
Objective Structured Clinical Examination ◽  
Measurement Instruments ◽  
Potential Threat ◽  
Cross Sectional ◽  
Interns And Residents

Medical education faces challenges concerning job burnout and emotional labor among junior physicians, which poses a potential threat to the quality of medical care. Although studies have investigated job burnout and emotional labor among physicians, empirical research on the association between job burnout, emotional labor, and clinical performance is lacking. This study investigated the effects of job burnout and emotional labor on clinical performance by using the objective structured clinical examination (OSCE) scores of interns and residents. Specifically, this cross-sectional study utilized the Maslach Burnout Inventory and the Emotional Labor Questionnaire as measurement instruments. A total of 225 interns and residents in central Taiwan answered structured questionnaires before beginning their OSCE. The major statistical analysis method employed was logistic regression. After adjustment for covariates, first-year residents were less likely than other residents to obtain high OSCE scores. The odds of high OSCE performance among interns and residents with high interaction component scores in emotional labor were significantly higher than those with low interaction scores. A high score in the interaction dimension of emotional labor was associated with strong clinical performance. The findings suggest that interventions which motivate positive attitudes and increase interpersonal interaction skills among physicians should receive higher priority.

scholarly journals Clinical performance of medical students in a whole-task emergency station for the objective structured clinical examination with the standardized patient who complains of palpitation in Korea

2020 ◽  
Vol 17 ◽  
pp. 42
Author(s):  
Song Yi Park ◽  
Hyun-Hee Kong ◽  
Min-Jeong Kim ◽  
Yoo Sang Yoon ◽  
Sang-Hwa Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Diagnostic Tests ◽  
Clinical Performance ◽  
Clinical Skill ◽  
Educational Programs ◽  
Objective Structured Clinical Examination ◽  
Study Patient ◽  
Standardized Patient ◽  
History Taking

This study assessed the clinical performance of 150 third-year medical students in a whole-task emergency objective structured clinical examination station that simulates a patient with palpitation visiting the emergency department from November 25 to 27, 2019. The clinical performance was as assessed by the frequency and percentage of students who performed history taking (HT), physical examination (PE), electrocardiography (ECG) study, patient education (Ed), and clinical reasoning (CR), which were items on the checklist. There were 18.0% of students checked the patient’s pulse, 51.3% completed an ECG study, and 57.9% explained the results to the patient. There were 38.0% of students who did not even attempt an ECG study. In a whole-task emergency station, students were good at r HT and CR but unsatisfactory to the PE, ECG study, and Ed. Clinical skill educational programs should focus on PE, timely diagnostic tests, and sufficient Ed.

scholarly journals Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination

2021 ◽  
Vol 38 (3) ◽  
pp. 219-226
Author(s):  
Eunbyul Cho ◽  
Ju-Hyun Lee ◽  
O Sang Kwon ◽  
Jiseong Hong ◽  
Nam Geun Cho
Keyword(s):  
Clinical Practice ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Auricular Acupuncture ◽  
Flipped Learning ◽  
Acupuncture And Moxibustion

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students’ satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students’ skills and attitude.

scholarly journals The IMPLEMENTATION OF OSCE (OBJECTIVE STRUCTURED CLINICAL EXAMINATION) METHODS STUDENTS OF STIKES HANGTUAH PEKANBARU

2021 ◽  
Vol 5 (1) ◽  
pp. 45-52
Author(s):  
Susi Erianti ◽  
Raja Fitrina Lestari
Keyword(s):  
Nursing Education ◽  
Clinical Examination ◽  
Quantitative Research ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Sampling Technique ◽  
Objective Structured Clinical Examination ◽  
Nursing Science ◽  
Rating Form ◽  
Blue Print

The development of nursing science and technology that is increasingly sophisticated requires nursing staff to be competent, so that the world of nursing education must be able to prepare graduates who are able to compete both nationally and globally. To achieve competence, especially in the field of skills, the OSCE (Objective Structured Clinical Examination) method is used. To assess clinical performance or abilities in a structured and objective manner. This study aims to describe the design (the preparation of blue prints, cases and stations and the preparation of a checklist or rating form) used in OSCE, describe standard patients, describe OSCE examiners, describe facilities and infrastructure in the implementation of OSCE, describe standard settings in the implementation of OSCE and describe overall OSCE implementation. This research used observational quantitative research with a descriptive research design. The population in this study were lecturers who carried out OSCE using a total sampling technique. The data collection tool used a questionnaire and data analysis was carried out univariately. The results of the study show that 18 (60%), OSCE standard patients have carried out 16 (53.3%), OSCE examiners have carried out 20 (53,3%) have carried out the OSCE design (blue print, case and station preparation and checklist or rating form) 66.7%), OSCE facilities and infrastructure that have been implemented 19 (63.3%), OSCE standard setting that has been implemented 16 (53.3%) and OSCE implementation that has been implemented as a whole is 17 (56.7%) . The implementation of OSCE must be using the existing standart, so it can be used as a tool to evaluate the students' clinical skills, blue print  is an important aspect to be prepare before OSCE.  

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