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Yew Ern Au,1 Cheuk Ying Li,1 Nishaanth Dalavaye,1 Aarij Elahi,1 Rohan Vyas,2 Ravanth Baskaran,1 Stephen Mark Rutherford3 1School of Medicine, Cardiff University, Cardiff, UK; 2Bart’s and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK; 3School of Biosciences, Cardiff University, Cardiff, UKCorrespondence: Ravanth Baskaran, Email ravanthb97@gmail.comBackground: The COVID-19 pandemic has resulted in medical students’ education being disrupted and a new direction of learning towards the online classroom, with students frequently learning to identify clinical signs via online conferencing platforms. Given this shift in student study techniques in the pandemic and post-pandemic era, we set out to analyse the confidence levels of students recognizing clinical signs in patients and the opinions and patterns of resources students would use to build up the knowledge and confidence for their future clinical practice.Methods: OSCEazy, a student-led medical education organisation, delivered an online teaching session and disseminated a questionnaire containing ten-point Likert scales, multiple-choice questions and free text options.Results: The majority (over 75%) of respondents reported using digital resources to learn physical examinations. Most respondents were somewhat confident with recognising clinical signs during physical examinations (Median 7, IQR 6– 8). Kruskal–Wallis H-test on students’ impression of the quality of current OSCE materials showed a statistically significant difference between cohorts (X2(2) = 14.209, p = 0.014). A large proportion of students (98.41%) agreed that an online resources bank would be beneficial for their learning. Wilcoxon rank test showed a statistically significant preference for learning physical examinations using clinical images rather than videos (p = 0.014). A 29% of respondents mentioned the use of physical textbooks as a resource, while online platforms such as OSCE revision webs

BACKGROUND AND PURPOSE: Teamwork with a focus on incorporating interprofessional education (IPE) is a core skill taught in pharmacy curriculum. Including the patient in shared decision making has become a more empathetic and holistic approach to care. Teamwork skills and approaches are usually assessed by peers via group work. EDUCATIONAL ACTIVITY AND SETTING: A teamwork Objective Structured Clinical Examination (OSCE) station was implemented in 2022 in two countries, conducted in final year pharmacy students where students had to solve a clinical scenario with a doctor and patient in the room and manage any resistances to therapy recommendations. Students were marked on their collaborative skills and how they articulated clinical evidence to justify their therapy recommendations to reach an optimal goal to suit the team. Perception data from students simulated patients and doctors were also collected. FINDINGS: Across both countries (n = 414), the overall mean score was 79.1% (24.0%SD) across six different OSCE cases. Students generally struggled with the concept of engaging in a two-way conversation, and often presented their full recommendations without any breaks to confirm understanding or agreement. Simulated patients appreciated the OSCE showing a patient role in decision making. Simulated doctors valued the OSCE for its assessment of clinical justification in times of disagreement. Overall, 86.2% of students (n = 354) agreed or strongly agreed the station assessed their teamwork skills adequately. SUMMARY: A teamwork OSCE station is a valuable assessment for assessing shared decision making skills and more work around prepare students to engage in two-way conversations is needed.

The Objective Structured Clinical Examination (OSCE) is a commonly utilized tool for evaluating clinical performance among students pursuing medical and health professions. The study was conducted with the aim of determining the level of attitude and satisfaction among nursing educators in Khyber Pakhtunkhwa, Pakistan. Methods: A cross sectional analytical study design was used to evaluate the level of attitude and satisfaction from nursing educators of Khyber Pakhtunkhwa from 181 participants using convenient sampling technique. The study was conducted from March to December 2023. A valid and reliable adopted questionnaire was used for collection. The study was approved by the ethical review board while informed consent from each participant was taken before data collection. Independent t-test, ANNOVA and chi-square test was applied through SPSS version 22.0 for data analysis. Results: In the present study, the number of males was higher (65%), age 25 to 35 was 89 (49.4%), and education post-RN BSN was 101 (56.1%) in majority. The maximum number of the participants, 132 (73.3%), attitude level was moderate, having a mean score of 46.79 ± 7.01, while the level of satisfaction of the higher number of participants, 141 (78.3%), was also moderate, with a mean score of 79.77 ± 10.53. There was significant difference in mean score of attitudes within the groups of qualification, and experience, while the satisfaction there were significant difference within the groups of age, qualification and experience. Conclusions: The study concluded that attitude is associated with age, qualification, and experience, while satisfaction was associated with qualification, the tool should be improved for acceptance and understanding.

Simulation-based examination formats improve the possibility to assess medical students' competences during their performance. Additionally, videotaping of simulations allows for remote rating, providing advantages for raters, students, and exam organizers. We describe a simulation-based OSCE prototype with remote rating of students' competences, developed to replace a conventional OSCE at Hamburg Medical Faculty. The assessment consists of two phases: a consultation phase with four simulated patient encounters and a case presentation phase where four students present two cases each. All encounters from the consultation and the presentation phase are to be videotaped and remotely rated by clinical raters. Advanced medical students (year 4) are to be assessed regarding their clinical knowledge as well as physician-patient-communication, clinical reasoning competence, and patient management competence. We provide detailed schedules for the simulation-based OSCE procedure and a roster for organization. When piloting the assessment, we encountered two major obstacles with respect to legal obligations regarding examination time and videotaping which allowed us to provide tips on how to successfully implement this assessment prototype. Remote rating will, when successfully implemented, help students to concentrate on their consultation or presentation tasks, reduce raters' time constraints and also allow for randomized rating. Using established instruments for competence-rating rather than OSCE checklists provides an additional feature for this simulation-based OSCE prototype. Legal issues can be avoided by using the prototype for formative assessment but should be addressed in advance when it is planned to be used as summative assessment., Simulationsbasierte Prüfungsformate verbessern die Möglichkeit, Kompetenzen von Medizinstudierenden während ihrer Performanz bewerten zu können. Zusätzlich ermöglicht die Videoaufzeichnung von Simulationen eine Bewertung ohne Anwesenheit von Prüfenden (Fernbewertung), was Vorteile für Prüfende, Studierende und Prüfungsorganisierende bietet. Wir beschreiben den simulationsbasierten Prototyp einer OSCE inklusive Bewertung der Kompetenzen der Studierenden ohne Anwesenheit von Prüfenden, welcher entwickelt wurde, um eine konventionelle OSCE an der medizinischen Fakultät der Universität Hamburg zu ersetzen. Die Prüfung beinhaltet zwei Phasen: eine Sprechstundenphase mit vier simulierten Patient*innen und eine Fallpräsentationsphase, in der vier Studierende jeweils zwei Fälle vorstellen. Alle Gespräche aus der Sprechstunden- und Fallpräsentationsphase sollen auf Video aufgenommen und von klinischen Prüfenden nach Anschauen der Videos bewertet werden. Fortgeschrittene Medizinstudierende (8. Semester) sollen hinsichtlich ihres klinischen Wissens sowie ihrer Ärzt*innen-Patient*innen-Kommunikation, Clinical-Reasoning-Kompetenz und Patient*innenmanagement-Kompetenz bewertet werden. Wir stellen detaillierte Pläne für die simulationsbasierte OSCE und einen Ablaufplan für die Organisation zur Verfügung. Bei der Pilotierung des Projektes trafen wir auf zwei größere Hindernisse in Bezug auf rechtliche Einschränkungen hinsichtlich der Prüfungsdauer und der Videoaufzeichnung. Dadurch können wir Tipps für die erfolgreiche Implementierung dieses Prüfungsprototyps geben. Wenn erfolgreich umgesetzt, wird eine Abwesenheit der Prüfenden und spätere Bewertung der Videos den Studierenden dabei helfen, sich auf ihr Anamnesegespräch oder die Fallpräsentation zu konzentrieren, die zeitlichen Einschränkungen von Prüfenden reduzieren und außerdem eine randomisierte Bewertung ermöglichen. Etablierte Instrumente für die Kompetenzbewertung statt OSCE-Checklisten zu verwenden ist ein weiteres Merkmal

Background: There is an active strategy to recruit international nurses and midwives to help manage vacancy gaps in the United Kingdom’s healthcare system. However, there is little evidence detailing how recruiting organisations prepare new recruits for the Objective Structured Clinical Exam (OSCE) they are required to pass. Aims and objectives: To gather and analyse feedback from recruiting organisations on the preparation offered to international nurses and midwives on arrival in the United Kingdom, prior to undertaking an OSCE in order to gain Nursing and Midwifery Council professional registration. Design and methods: An online cross-sectional questionnaire. The data was analysed using thematic analysis. Results: Four main themes were generated from thematic analysis of the qualitative data: SAME IDEAS DIFFERENT PRACTICE; PASSING THE OSCE; INDIVIDUALISED SUPPORT; SUPPORT NETWORKS. Conclusion: Differences in how organisations prepare and support international nurses and midwives to undertake the OSCE suggest standardised approaches could benefit new recruits. Impact statement: Addressing an evidence gap, this research suggests recruits may benefit from standardised support around working and living in the UK.

Objectives: The organization of medical knowledge is reflected in language and can be studied from the viewpoints of semantics and prototype theory. The purpose of this study is to analyze student verbalizations during an Objective Structured Clinical Examination (OSCE) and correlate them with test scores and final medical degree (MD) scores. We hypothesize that students whose verbalizations are semantically richer and closer to the disease prototype will show better academic performance.Methods: We conducted a single-center study during a year 6 (Y6) high-stakes OSCE where one probing intervention was included at the end of the exam to capture students' reasoning about one of the clinical cases. Verbalizations were transcribed and coded. An assessment panel categorized verbalizations regarding their semantic value (Weak, Good, Strong). Semantic categories and prototypical elements were compared with OSCE, case-based exam and global MD scores.Results: Students with Semantic 'Strong' verbalizations displayed higher OSCE, case-based exam and MD scores, while the use of prototypical elements was associated with higher OSCE and MD scores.Conclusions: Semantic competence and verbalizations matching the disease prototype may identify students with better organization of medical knowledge. This work provides empirical groundwork for future research on language analysis to support assessment decisions.

This article analyses the role of the Organization for Security and Co-operation in Europe (OSCE) in the field of climate security. In 2021, the OSCE unanimously adopted a ministerial decision on climate change despite rising geopolitical tensions between Russia and the US. Why and how was this possible? The article answers these questions, drawing on a unique set of qualitative data collected from interviews with diplomats and officials conducted during Sweden's OSCE chairpersonship. The analytical framework draws on the concept of communities of practice to analyse how Swedish and like-minded diplomats built on the OSCE's approach to security to informally expand the domain of knowledge on climate-related security risks in the organization. The article suggests that the current political impasse in the OSCE does not necessarily mean that initiatives advanced by groups of like-minded states, in collaboration with the OSCE secretariat, need to be paralyzed. The findings reveal important features of multilateral diplomacy on climate security as well as how the OSCE works in practice.

This article analyses the role of the Organization for Security and Co-operation in Europe (OSCE) in the field of climate security. In 2021, the OSCE unanimously adopted a ministerial decision on climate change despite rising geopolitical tensions between Russia and the US. Why and how was this possible? The article answers these questions, drawing on a unique set of qualitative data collected from interviews with diplomats and officials conducted during Sweden's OSCE chairpersonship. The analytical framework draws on the concept of communities of practice to analyse how Swedish and like-minded diplomats built on the OSCE's approach to security to informally expand the domain of knowledge on climate-related security risks in the organization. The article suggests that the current political impasse in the OSCE does not necessarily mean that initiatives advanced by groups of like-minded states, in collaboration with the OSCE secretariat, need to be paralyzed. The findings reveal important features of multilateral diplomacy on climate security as well as how the OSCE works in practice.

This article analyses the role of the Organization for Security and Co-operation in Europe (OSCE) in the field of climate security. In 2021, the OSCE unanimously adopted a ministerial decision on climate change despite rising geopolitical tensions between Russia and the US. Why and how was this possible? The article answers these questions, drawing on a unique set of qualitative data collected from interviews with diplomats and officials conducted during Sweden's OSCE chairpersonship. The analytical framework draws on the concept of communities of practice to analyse how Swedish and like-minded diplomats built on the OSCE's approach to security to informally expand the domain of knowledge on climate-related security risks in the organization. The article suggests that the current political impasse in the OSCE does not necessarily mean that initiatives advanced by groups of like-minded states, in collaboration with the OSCE secretariat, need to be paralyzed. The findings reveal important features of multilateral diplomacy on climate security as well as how the OSCE works in practice.

This article analyses the role of the Organization for Security and Co-operation in Europe (OSCE) in the field of climate security. In 2021, the OSCE unanimously adopted a ministerial decision on climate change despite rising geopolitical tensions between Russia and the US. Why and how was this possible? The article answers these questions, drawing on a unique set of qualitative data collected from interviews with diplomats and officials conducted during Sweden's OSCE chairpersonship. The analytical framework draws on the concept of communities of practice to analyse how Swedish and like-minded diplomats built on the OSCE's approach to security to informally expand the domain of knowledge on climate-related security risks in the organization. The article suggests that the current political impasse in the OSCE does not necessarily mean that initiatives advanced by groups of like-minded states, in collaboration with the OSCE secretariat, need to be paralyzed. The findings reveal important features of multilateral diplomacy on climate security as well as how the OSCE works in practice.

Various international organizations have recently faced legitimacy crises, but many have demonstrated resilience and relegitimated their rule. The Organization for Security and Cooperation in Europe (OSCE) is an exception. It is clearly an organization in decline and is on the brink of irrelevance. The closure of its Special Monitoring Mission to Ukraine in April 2022 in the wake of the Russian attack is only the latest manifestation of the organization’s long-term legitimacy crisis. Based on the case of the OSCE, this article contributes to the study of legitimacy crises to better understand when such crises can lead to decline. Drawing on twenty interviews with senior officials, the analysis suggests that the OSCE’s failure to (re)legitimate has two interrelated causes: (1) the organization’s institutional weaknesses and impeded leadership have prevented OSCE actors from engaging in effective legitimation practices, and (2) the heterogeneous and largely zero-sum preferences of the OSCE participating states have made them unwilling audiences for (re)legitimation practices. In doing so, the article contributes to our comprehension of the consequences of legitimacy crises.

This article analyses the role of the Organization for Security and Co-operation in Europe (OSCE) in the field of climate security. In 2021, the OSCE unanimously adopted a ministerial decision on climate change despite rising geopolitical tensions between Russia and the US. Why and how was this possible? The article answers these questions, drawing on a unique set of qualitative data collected from interviews with diplomats and officials conducted during Sweden's OSCE chairpersonship. The analytical framework draws on the concept of communities of practice to analyse how Swedish and like-minded diplomats built on the OSCE's approach to security to informally expand the domain of knowledge on climate-related security risks in the organization. The article suggests that the current political impasse in the OSCE does not necessarily mean that initiatives advanced by groups of like-minded states, in collaboration with the OSCE secretariat, need to be paralyzed. The findings reveal important features of multilateral diplomacy on climate security as well as how the OSCE works in practice.

Movin Peramuna Gamage,1 Ravanth Baskaran,1 Srinjay Mukhopadhyay,1 Nishaanth Dalavaye,1 Becky Leveridge,1 Sashiananthan Ganesananthan,2 Robert Spencer,3,4 Susruta Manivannan,5 Malik Zaben3,4 1School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK; 2Department of Digestion, Metabolism and Reproduction, Imperial College London, London, UK; 3Neuroscience and Mental Health Innovation Institute (NMHII), Cardiff University, Cardiff, UK; 4Department of Neurosurgery, University Hospital of Wales, Cardiff, UK; 5Division of Psychological Medicine and Clinical Neurosciences, University Hospital of Wales, Cardiff, UKCorrespondence: Malik Zaben, Department of Neurosurgery, University Hospital of Wales, Heath Park, Cardiff, CF14 4XN, UK, Tel +442920748153, Email ZabenM@cardiff.ac.ukPurpose: Objective Structured Clinical Examination (OSCE) is a vital examination that must be passed to graduate as a qualified doctor. The delivery of OSCE teaching was changed to an online format to accommodate COVID-19 restrictions. Therefore, this study evaluates factors that students perceive to affect their virtual learning of clinical skills for OSCE.Methods: In this cross-sectional study, all medical students from across the world who attended “The Respiratory Station” session delivered by OSCEazy (a medical student organization providing free online medical education) in the academic year 2020– 2021 received an online questionnaire about their perceptions of this learning opportunity. The survey was created on Google™ forms and consisted of 5-point Likert scales as well as free-text boxes.Results: A total of 556 responses were received (mean age: 24, female: 76.6%). Most students agreed that online OSCE teaching offers more flexibility and convenience (median: 5, IQR: 4– 5) but their likeliness to ask questions in either format was similar (median: 4, IQR: 3– 5 vs median: 4, IQR: 3– 4, p value: 0.94). The use of visual aids (median: 5, IQR: 4– 5) and br

Background: Only a few studies with small sample sizes have compared electronic Objective Structured Clinical Examination (OSCE) rating checklists with traditional paper-based OSCE rating checklists. In this study, the examiner-perceived usability and preference for type of OSCE checklist (electronic vs. paper based) were compared, and the influence of OSCE checklist type on missed ratings was determined, for the Swiss Federal Licensing Examination in clinical skills for human medicine.Methods: All examiners in the Swiss Federal Licensing Examination in clinical skills for human medicine were invited over two subsequent years to evaluate the OSCE checklist type they had worked with during the examination. This was based on a questionnaire with 14 closed questions (i.e., demographic, checklist-type experience, perceived usability, checklist type preference). Furthermore, the numbers of missed ratings for the paper-based checklist were recorded.Results: The data from these examiners (n =377) with experience of both OSCE checklist types were analyzed. The electronic OSCE checklist was rated significantly higher on all usability aspects (i.e., ease of use, candidate rating and error correction, clarity, distraction using the checklist, overall satisfaction), except for the speed of registering comments (no significant difference). The majority of the examiners in both years (2014: 54.5%, n =60, 2015: 89.8%, n =230) reported preference for working with the electronic OSCE checklist in the future. Missed ratings were seen for 14.2% of the paper-based OSCE checklists, which were prevented with the electronic OSCE checklists.Conclusions: Electronic OSCE checklists were rated significantly more user-friendly and were preferred over paper-based OSCE checklists by a broad national sample of examiners, supporting previous results from faculty-level examinations. Furthermore, missed ratings were prevented with the electronic OSCE checklists. Overall, the use of electronic OSCE c, Hintergrund: Nur wenige Studien mit kleinen Stichprobengrößen haben elektronische OSCE-Checklisten (Objective Structured Clinical Examination) mit traditionellen OSCE-Checklisten in Papierform verglichen. In dieser Studie wurden die von Prüfenden wahrgenommene Usability und Präferenz für den OSCE-Checklisten-Typ (elektronisch vs. papierbasiert) verglichen und der Einfluss des OSCE-Checklisten-Typs auf fehlende Bewertungen ermittelt für die Eidgenössische Clinical Skills-Prüfung Humanmedizin in der Schweiz.Methode: Die Prüfenden der Eidgenössischen Clinical Skills-Prüfung Humanmedizin wurden in zwei aufeinanderfolgenden Jahren gebeten, den OSCE-Checklisten-Typ zu bewerten, mit dem sie während der Prüfung gearbeitet hatten. Dies geschah anhand eines Fragebogens mit 14 geschlossenen Fragen (demographische Angaben, Erfahrung mit dem Checklisten-Typ, wahrgenommene Usability, Präferenz für den Checklisten-Typ). Außerdem wurde die Anzahl der fehlenden Bewertungen bei der papierbasierten Checkliste erfasst.Resultate: Die Daten derjenigen Prüfenden (n=377) mit Erfahrung mit beiden OSCE-Checklisten-Typen wurden ausgewertet. Die elektronische OSCE-Checkliste wurde bei allen Aspekten der Usability (einfache Benutzung, Kandidierendenbewertung und Fehlerkorrektur, Übersichtlichkeit, Ablenkung bei der Verwendung der Checkliste, Gesamtzufriedenheit) signifikant besser bewertet, mit Ausnahme der Geschwindigkeit des Erfassens von Kommentaren (kein signifikanter Unterschied). Die Mehrheit der Prüfenden in beiden Jahren (2014: 54.5%, n=60, 2015: 89.8%, n=230) gab an, in Zukunft lieber mit der elektronischen OSCE-Checkliste arbeiten zu wollen. Bei 14.2% der papierbasierten OSCE-Checklisten wurden fehlende Bewertungen festgestellt, welche mit elektronischen OSCE-Checklisten vermieden werden konnten.Schlussfolgerungen: Elektronische OSCE-Checklisten wurden von einer breiten nationalen Stichprobe von Prüfenden als deutlich benutzerfreundlicher eingestuft und gegenüber OSCE-Checklisten auf

There are different methods of evaluating clinical competencies in medical field students, among which the objective structured clinical examination is considered the most reliable and effective way of assessing clinical skills. Most popular method for assessment of clinical skills in Nursing Education. Objective: The study aims to explore and compare the perceptions of nursing faculty members regarding objective structured clinical examination application in the evaluation and assessment of the clinical skills of the nursing students. Methods: A descriptive cross-sectional design was used to collect data from 46 Faculty teachers through simple random sampling. Content validity of the adopted questionnaire was verified by (5) experts in the field of nursing education and the internal consistency of the scale was found to be excellent (Cronbach's Alpha =0.949). Results: The mean age of study participants was 38.23±9.69. The majority of Participants 82.6 % (n=38) were females Half of the participants were Post RN BSN in qualification (n=23). Perceptions were categorized into positive and negative by the median cut-off value. 93.5 % faculty teacher’s express positive attitude regarding training and conducting of Objective Structured Clinical Examination. Conclusions: The study concluded that, the faculty teacher’s knowledge skills and attitude were positive regarding the Objective Structured Clinical Examination (OSCE) exam. The study revealed that OSCE is an appreciated practical learning experience and maximum of the faculty teachers agreed that OSCE facilitated the assessment and develop their psychomotor skills. P=0.05 so there is no association found between age group, gender, level of education and perception

Aim: Assessments of practical clinical competencies pose a challenge during the COVID-19 pandemic. Reports about OSCE stations administered online show that, despite technical feasibility and acceptance, there is a lingering desire for in-person assessments. Barriers and challenges must therefore also be identified in regard to the future integration of digital competencies into the curriculum. Based on a study investigating the feasibility and acceptance of an online OSCE anamnesis station and the descriptions given by students, simulated patients and examiners of the challenges and limitations, we make recommendations for necessary future adaptations to anamnesis training and testing in the context of telemedicine.Method: We surveyed students after completion of an OSCE anamnesis station, adapted to the telemedical setting, that was administered as an alternative assessment to 149 students via Zoom®. Using semi-structured interviews, we analyzed the resulting challenges and limitations as seen by all of the participants.Results: We confirm the existence of good technical and organizational feasibility, positive learning experiences through feedback, the acquisition of clinical competencies, and a high acceptance of this format as an alternative assessment during the pandemic. Using the semi-structured interviews, it was also possible to analyze additional categories that identify necessary adaptations of this type of format.Conclusion: Adaptation of the content-based training for all of the participants and a targeted revision of the checklists, e.g., regarding communication techniques in a telemedicine setting, is required due to the effects of the online format on communication and interactions between students and simulated patients., Zielsetzung: Leistungsüberprüfungen klinisch-praktischer Kompetenzen sind im Rahmen der COVID-19-Pandemie eine Herausforderung. Berichte über online durchgeführte OSCE-Stationen zeigen, trotz technischer Machbarkeit und Akzeptanz, den bleibenden Wunsch nach Präsenzprüfungen. Barrieren und Herausforderungen müssen daher auch im Hinblick auf die zukünftige Integration digitaler Kompetenzen in das Curriculum identifiziert werden. Mit Hilfe einer Untersuchung zur Machbarkeit und Akzeptanz bei der Durchführung einer Anamnese-OSCE-Station im Online-Format und Darstellung von Herausforderungen und Limitationen von Seiten der Studierende, der Simulationspatient*innen und der Prüfenden benennen wir Empfehlungen für zukünftig notwendige Anpassungen für Anamnese-Schulungen und Prüfungen unter telemedizinischen Aspekten.Methodik: Im Anschluss an eine als Prüfungsersatz mit 149 Studierenden via Zoom® durchgeführten und auf ein telemedizinisches Setting angepasste Anamnese-OSCE-Station, führten wir eine Fragebogenerhebung bei Studierenden durch. Mit Hilfe von semistrukturierten Interviews analysierten wir die sich daraus ergebenen Herausforderungen und Limitationen von Seiten aller Beteiligten. Ergebnisse: Wir konnten eine gute technische und organisatorische Machbarkeit, positive Lernerfahrungen durch Feedback und den Erwerb von klinischen Kompetenzen, sowie eine hohe Akzeptanz des Formates als Prüfungsersatz im Rahmen der Pandemie bestätigen. Mit Hilfe der semistrukturierten Interviews konnten zusätzlich Kategorien analysiert werden, die notwendige Anpassungen eines solchen Formates identifizieren. Schlussfolgerung: Eine durch das Online-Format veränderte Kommunikation und Interaktion zwischen Studierenden und Simulationspatient*innen bedarf einer Adaptation der inhaltlichen Schulung aller Beteiligten und einer gezielten Anpassung der Checklisten, z.B. bezüglich Kommunikations-Techniken für ein telemedizinisches Szenario

Background: The ongoing changes in learning and education towards digitalisation have been rapidly accelerated by the COVID-19 pandemic. Especially in dental education where contact to the oral cavity is an integral part of training the chosen digital examination methods and training formats must undergo high requirements to full fill the goal of a real alternative to face-to-face exams. Therefore, this study compared student performance in a newly developed Tele-OSCE with a prior OSCE examinations in presence within an oral- and maxillofacial surgery curriculum. Methods: Study participants were fourth-year (in a five year curriculum) dental students and board certified maxillofacial surgeons (examiners) that took part in a newly developed Tele-OSCE that comprised three five-minute stations (structured facial examination, management mandibular fracture and squamous cell carcinoma) using the zoom® software. Student performance was measured using validated OSCE-Checklists and compared to a previous OSCE examination from the winter term 2019 with the same OSCE stations that was conducted in presence. Significant differences were tested using the Mann-Whitney U test. Furthermore, the new Tele-OSCE was evaluated by students and examiners using previously developed questionnaires.Results: Sixty-six dental students (study group: n=34, summer term 2021, control group: n=32 winter term 2019) and nine examiners participated in the study. Compared to previous non-pandemic OSCEs, there were no significant (p=0.53) differences in overall student performance. Evaluation of the Tele-OSCE showed that the demonstration and rating of practical skills was limited due to missing standard patients or phantoms, however, students did not fear to be misjudged. The demonstration and rating of anamnestic and consultation competencies was seen as unproblematic by students and examiners. Discussion: This pilot-study showed the feasibility of a Tele-OSCE as a formative examination in dental edu, Hintergrund: Der stetige Wandel hin zur Digitalisierung im Bildungswesen wurde durch die Covid-19 Pandemie rasant beschleunigt. In der zahnmedizinischen Ausbildung, wo der Kontakt zur Mundhöhle integraler Bestandteil der klinischen Lehre ist, müssen die gewählten digitalen Lehrformate jedoch hohen Anforderungen unterliegen, um eine sinnvolle Alternative zur Präsenzlehre darzustellen. Ziel dieser Pilotstudie war deshalb einen neu entwickelten Tele-OSCE in der Mund-, Kiefer- und Gesichtschirurgie mit vorherigen Präsenz-OSCE Prüfungen hinsichtlich Performanz und Zufriedenheit bei Studierenden und Prüfern zu evaluieren. Methoden: Die Studienteilnehmer waren Zahnmedizinstudierende im vierten Jahr und MKG-ChirurgInnen (Prüfer), die an einer neu entwickelten Tele-OSCE teilnahmen, welche drei fünfminütige Stationen umfasste (1. strukturierte Gesichtsuntersuchung, 2. Management von Unterkieferfrakturen, 3. Management des Plattenepithelkarzinoms). Der Kontakt zwischen Studierendem und Prüfer wurde mit der Zoom®-Software hergestellt. Die studentischen Leistungen wurden anhand validierter OSCE-Checklisten gemessen und mit einer vorangegangenen Präsenz-Kohorte aus dem Wintersemester 2019 verglichen. Die Leistung der Studierenden wurde mittels Mann-Whitney-U-Test auf signifikante Unterschiede getestet. Darüber hinaus wurde das neue Prüfungsformates durch Studierende und Prüfer anhand zuvor entwickelter Fragebögen evaluiert.Ergebnisse: An der Studie nahmen 66 Studierende der Zahnmedizin (Studiengruppe: n=34, Sommersemester 2021, Kontrollgruppe: n=32 Wintersemester 2019) und neun PrüferInnen teil. Im Vergleich zur Präsenz-Kohorte von 2019 gab es keine signifikanten (p=0,53) Unterschiede in der Gesamtleistung der Studierenden. Die Evaluation zeigte jedoch, dass die Demonstration und Bewertung praktischer Fertigkeiten im Tele-Setting nur eingeschränkt möglich waren. Eine Angst schlechter oder falsch bewertet zu werden bestand auf Studierendenseite nicht. Der Demonstration und Bewertu

Introduction: Objective Structured Clinical Examination (OSCE) is a well-known, widespread method of assessment of clinical skills. It is being widely used in Egyptian medical schools. This study aimed to explore the perception of the fifth-year medical students on the attributes, quality, validity, reliability and organization of the end-of-rotation Orthopedics Surgery and Trauma OSCE held at FOM-SCU in two academic years (2017-2018 and 2018-2019). It also aimed to assess the students rating of OSCE in relation to the other available assessment methods in clinical rotations. Material and Methods: This is a cross-sectional mixed-method study that was conducted at Suez Canal University Hospital. A convenient sample of the fifth-year medical students, who underwent the OSCE at the end of their Orthopedic Surgery and Trauma rotation during both academic years 2017-2018 and 2018-2019 were involved (n = 254). Quantitative data were collected through a validated questionnaire consisting of 32 items. Focus group discussions of students were conducted and qualitative data were recorded, coded, and thematically analyzed. Results: More than half of the students (55.5%) believed that the exam was fair and covered a wide range of knowledge (63.8%) and clinical skills (72.4%). Considerable percentages of students were doubtful regarding the standardization of OSCE scores (62.6%) and whether those scores provided a true measurement of their clinical skills (65%) and more than half of them were not sure whether gender, personality, or ethnicity affected their exam scores (55.5%) and whether OSCE provides them practical and useful experience (53.5%). OSCE and portfolio were reported as the easiest method among 55.5% and 63.8% of students, respectively, and 31.1% rated MCQs as the most difficult form of assessment. Qualitative analysis identified two themes; namely: “Challenges of implementing OSCE” and “Ways to overcome identified challenges”. Conclusion: Medical students positivel

Latar belakang. Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) merupakan high-stake examination bagi mahasiswa jurusan kedokteran. Pemangku kepentingan perlu mengetahui apakah kemampuan yang telah diukur melalui OSCE tahap sarjana berhubungan dengan nilai OSCE UKMPPD agar OSCE PPDTS dapat menjadi sistem peringatan yang lebih awal bagi pemangku kepentingan dalam menggambarkan kemampuan peserta didik. Metode. Penelitian ini menggunakan desain observasional analitik dengan metode potong lintang. Data diperoleh dari tenaga kependidikan PPDTS dan tenaga kependidikan PPDTP. Data yang diamati meliputi nilai OSCE angkatan 2014 pada semester lima (5) hingga tujuh (7) di jurusan setelah perbaikan dan nilai OSCE UKMPPD pada tahun 2020. Peneliti menggunakan teknik pengambilan sampel metode sampling jenuh. Sampel penelitian sebanyak 50. Uji normalitas untuk mengetahui distribusi data penelitian menggunakan uji Saphiro Wilk. Analisis data menggunakan uji korelasi Pearson. Hasil. Uji korelasi mendapatkan nilai p = 0,855 (p > 0,05), hasil ini menunjukkan bahwa tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD. Koefisien korelasi dapat diabaikan. Rerata nilai OSCE tahap sarjana mahasiswa FK Unsoed angkatan 2014 adalah 79,25 ± 4,02 dan rerata nilai OSCE UKMPPD periode 2020 yakni 79,24 ± 5,41. Kesimpulan. Tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD pada mahasiswa Jurusan Pendidikan Dokter Fakultas Kedokteran Universitas Jenderal Soedirman.

Latar belakang. Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) merupakan high-stake examination bagi mahasiswa jurusan kedokteran. Pemangku kepentingan perlu mengetahui apakah kemampuan yang telah diukur melalui OSCE tahap sarjana berhubungan dengan nilai OSCE UKMPPD agar OSCE PPDTS dapat menjadi sistem peringatan yang lebih awal bagi pemangku kepentingan dalam menggambarkan kemampuan peserta didik. Metode. Penelitian ini menggunakan desain observasional analitik dengan metode potong lintang. Data diperoleh dari tenaga kependidikan PPDTS dan tenaga kependidikan PPDTP. Data yang diamati meliputi nilai OSCE angkatan 2014 pada semester lima (5) hingga tujuh (7) di jurusan setelah perbaikan dan nilai OSCE UKMPPD pada tahun 2020. Peneliti menggunakan teknik pengambilan sampel metode sampling jenuh. Sampel penelitian sebanyak 50. Uji normalitas untuk mengetahui distribusi data penelitian menggunakan uji Saphiro Wilk. Analisis data menggunakan uji korelasi Pearson. Hasil. Uji korelasi mendapatkan nilai p = 0,855 (p > 0,05), hasil ini menunjukkan bahwa tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD. Koefisien korelasi dapat diabaikan. Rerata nilai OSCE tahap sarjana mahasiswa FK Unsoed angkatan 2014 adalah 79,25 ± 4,02 dan rerata nilai OSCE UKMPPD periode 2020 yakni 79,24 ± 5,41. Kesimpulan. Tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD pada mahasiswa Jurusan Pendidikan Dokter Fakultas Kedokteran Universitas Jenderal Soedirman.

Introduction: Objective Structured Clinical Examination (OSCE) is a well-known, widespread method of assessment of clinical skills. It is being widely used in Egyptian medical schools. This study aimed to explore the perception of the fifth-year medical students on the attributes, quality, validity, reliability and organization of the end-of-rotation Orthopedics Surgery and Trauma OSCE held at FOM-SCU in two academic years (2017-2018 and 2018-2019). It also aimed to assess the students rating of OSCE in relation to the other available assessment methods in clinical rotations. Material and Methods: This is a cross-sectional mixed-method study that was conducted at Suez Canal University Hospital. A convenient sample of the fifth-year medical students, who underwent the OSCE at the end of their Orthopedic Surgery and Trauma rotation during both academic years 2017-2018 and 2018-2019 were involved (n = 254). Quantitative data were collected through a validated questionnaire consisting of 32 items. Focus group discussions of students were conducted and qualitative data were recorded, coded, and thematically analyzed. Results: More than half of the students (55.5%) believed that the exam was fair and covered a wide range of knowledge (63.8%) and clinical skills (72.4%). Considerable percentages of students were doubtful regarding the standardization of OSCE scores (62.6%) and whether those scores provided a true measurement of their clinical skills (65%) and more than half of them were not sure whether gender, personality, or ethnicity affected their exam scores (55.5%) and whether OSCE provides them practical and useful experience (53.5%). OSCE and portfolio were reported as the easiest method among 55.5% and 63.8% of students, respectively, and 31.1% rated MCQs as the most difficult form of assessment. Qualitative analysis identified two themes; namely: “Challenges of implementing OSCE” and “Ways to overcome identified challenges”. Conclusion: Medical students positivel

Latar belakang. Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) merupakan high-stake examination bagi mahasiswa jurusan kedokteran. Pemangku kepentingan perlu mengetahui apakah kemampuan yang telah diukur melalui OSCE tahap sarjana berhubungan dengan nilai OSCE UKMPPD agar OSCE PPDTS dapat menjadi sistem peringatan yang lebih awal bagi pemangku kepentingan dalam menggambarkan kemampuan peserta didik. Metode. Penelitian ini menggunakan desain observasional analitik dengan metode potong lintang. Data diperoleh dari tenaga kependidikan PPDTS dan tenaga kependidikan PPDTP. Data yang diamati meliputi nilai OSCE angkatan 2014 pada semester lima (5) hingga tujuh (7) di jurusan setelah perbaikan dan nilai OSCE UKMPPD pada tahun 2020. Peneliti menggunakan teknik pengambilan sampel metode sampling jenuh. Sampel penelitian sebanyak 50. Uji normalitas untuk mengetahui distribusi data penelitian menggunakan uji Saphiro Wilk. Analisis data menggunakan uji korelasi Pearson. Hasil. Uji korelasi mendapatkan nilai p = 0,855 (p > 0,05), hasil ini menunjukkan bahwa tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD. Koefisien korelasi dapat diabaikan. Rerata nilai OSCE tahap sarjana mahasiswa FK Unsoed angkatan 2014 adalah 79,25 ± 4,02 dan rerata nilai OSCE UKMPPD periode 2020 yakni 79,24 ± 5,41. Kesimpulan. Tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD pada mahasiswa Jurusan Pendidikan Dokter Fakultas Kedokteran Universitas Jenderal Soedirman.

Latar belakang. Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) merupakan high-stake examination bagi mahasiswa jurusan kedokteran. Pemangku kepentingan perlu mengetahui apakah kemampuan yang telah diukur melalui OSCE tahap sarjana berhubungan dengan nilai OSCE UKMPPD agar OSCE PPDTS dapat menjadi sistem peringatan yang lebih awal bagi pemangku kepentingan dalam menggambarkan kemampuan peserta didik. Metode. Penelitian ini menggunakan desain observasional analitik dengan metode potong lintang. Data diperoleh dari tenaga kependidikan PPDTS dan tenaga kependidikan PPDTP. Data yang diamati meliputi nilai OSCE angkatan 2014 pada semester lima (5) hingga tujuh (7) di jurusan setelah perbaikan dan nilai OSCE UKMPPD pada tahun 2020. Peneliti menggunakan teknik pengambilan sampel metode sampling jenuh. Sampel penelitian sebanyak 50. Uji normalitas untuk mengetahui distribusi data penelitian menggunakan uji Saphiro Wilk. Analisis data menggunakan uji korelasi Pearson. Hasil. Uji korelasi mendapatkan nilai p = 0,855 (p > 0,05), hasil ini menunjukkan bahwa tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD. Koefisien korelasi dapat diabaikan. Rerata nilai OSCE tahap sarjana mahasiswa FK Unsoed angkatan 2014 adalah 79,25 ± 4,02 dan rerata nilai OSCE UKMPPD periode 2020 yakni 79,24 ± 5,41. Kesimpulan. Tidak terdapat hubungan antara nilai OSCE tahap sarjana dan nilai OSCE UKMPPD pada mahasiswa Jurusan Pendidikan Dokter Fakultas Kedokteran Universitas Jenderal Soedirman.