scholarly journals Is it an impact factor for standardized patients with actor background to perform in the taiwan high-stake objective structured clinical examination?

2020 ◽  
Vol 40 (4) ◽  
pp. 167
Author(s):  
Yaw-Don Hsu ◽  
Hui-Chen Lin ◽  
Chang-Hsun Hsieh ◽  
Fung-Wei Chang ◽  
Jiunn-Tay Lee ◽  
...  
Keyword(s):  
Impact Factor ◽  
Clinical Examination ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
High Stake

Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination

2016 ◽  
Vol 39 (3) ◽  
pp. 388-399 ◽  
Author(s):  
Xuemei Zhu ◽  
Li Yang ◽  
Ping Lin ◽  
Guizhi Lu ◽  
Ningning Xiao ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
Clinical Competencies ◽  
Graduation Examination ◽  
The Difference ◽  
Technical Operation

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process–driven OSCE model effectively assessed nursing students’ clinical competencies, and clinical and critical thinking.

scholarly journals Examiners' and Candidates' Perspectives on the First Performance-Based Assessment of the Saudi National Anesthesiology Board Final Exam

2017 ◽  
Vol 24 (1) ◽  
pp. 11-21
Author(s):  
Abdulaziz M. Boker
Keyword(s):  
Clinical Examination ◽  
Assessment Tool ◽  
Objective Structured Clinical Examination ◽  
High Stake ◽  
Final Exam ◽  
Board Exam ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Males And Females ◽  
A Performance

The Saudi Board of Anesthesia introduced a performance-based, objective, structured, clinical examination to supplement key and missing components in the traditional fi nal board exam. This study aims to describe briefl y the development, implementation and evaluation of the fi rst high stake Saudi Board of Anesthesia examafter incorporation of objective, structured, clinical examination according to the participants’ perspectives. After implementation of performance-based exams for the fi rst time, a questionnaire was distributed to the candidates and examiners to explore their perception of the exam. Twenty-three candidates and 20 examiners participated in the Saudi Board exam for anesthesia residency held on November 2015. The candidates as well as the examiners were very satisfi ed with the explanation of the exam process before the exam taking, thetime allotted for the active stations as well as the organization and fairness of the exam with no significant difference between males and females. In conclusion, the objective, structured, clinical examination is well perceived by the examinees as a fair and acceptable assessment tool in the fi nal exam of the Saudi Board of Anesthesia. We conclude that objective, structured, clinical examination is recommended to be used by other Saudi high stake exams.

scholarly journals Brief Analysis of Application of Objective Structured Clinical Examination (OSCE) in Graduation Exams of Clinical Medical Students

2016 ◽  
Vol 1 (2) ◽  
pp. 92
Author(s):  
Yihua Du ◽  
Ke Yu ◽  
Xiaohong Li ◽  
Feng Wang ◽  
Tingting Wang
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Clinical Examination ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
Exam Preparation ◽  
Graduation Exams ◽  
Preparation Work

This article gives a brief introduction to the Objective Structured Clinical Examination (OSCE) and analyzesdevelopmental progress of OSCE at both home and abroad and standardized patients’ application in OSCE. Also,this article expounds application of OSCE in graduation exam of clinical medical students. Finally, this articlesummarizes pre-exam preparation work and flow of OSCE exam in Affiliated Hospital of Clinical Medical School,analyzes OSCE and puts forward suggestions to improve OSCE.

scholarly journals Delivering a modified continuous objective structured clinical examination for ophthalmology residents through a hybrid online method

2021 ◽  
Vol 33 (4) ◽  
pp. 419-430
Author(s):  
Syntia Nusanti ◽  
Dearaini ◽  
Anna Puspitasari Bani ◽  
Arief S. Kartasasmita ◽  
Andi Muhammad Ichsan ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Close Contact ◽  
Objective Structured Clinical Examination ◽  
World Health ◽  
High Stake ◽  
Digital Platforms ◽  
Continue Medical ◽  
The One ◽  
Health Organization ◽  
Challenging Situation

Since coronavirus disease 2019 was declared a global pandemic by the World Health Organization, it has become a challenging situation to continue medical education, including in Indonesia. The situation prohibited face-to-face (direct) educational activities in clinical settings, therefore also postponing examinations involving especially procedural skills. Adaptations were urgently needed to maintain the delivery of high-stake examinations to sustain the number of ophthalmology graduates and the continuation of eye health service. Objective structured clinical examination (OSCE) has been one of our widely used method to assess clinical competencies for ophthalmology residents, and is the one method that involves gatherings, close contact of examiners, examinees and patients, therefore the most difficult to adjust. Pandemic challenges brought technical changes in our delivering the OSCE to online, maximizing digital platforms of meetings, while still concerned to guarding the safety of candidates, patients and staffs. OSCE scenarios were also made as timely efficient as possible by changing continuous station models to a cascade one. The purpose of this article is to document our experience in conducting a feasible and reproducible OSCE in this pandemic era filled with limitations.

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