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Objectives: Investigate whether medical students’ emotive abilities, attitudes, and cognitive empathic professional abilities predict empathic behavior in an Objective Structured Clinical Examination (OSCE). Methods: Linear and multiple regressions were used to test concurrent validity between Interpersonal Reactivity Index (IRI), Jefferson Scale of Physician Empathy (JSPE-S), Situational Judgement Test (SJT-expert-based score (SJT-ES), SJT-theory-based score (SJT-TS)) and empathic behavior in an OSCE measured by Berlin Global Rating (BGR) and Verona Coding Definitions for Emotion Sequences (VR-CoDES). Results: Highest amounts of explained variance of empathic behavior measured by VR-CoDES were found for the SJT-ES (R2 = 0.125) and SJT-TS (R2 = 0.131). JSPE-S (R2 = 0.11) and SJT-ES (R2 = 0.10) explained the highest amount of variance in empathic behavior as measured by BGR. Stepwise multiple regression improved the model for BGR by including SJT-ES and JSPE-S, explaining 16.2% of variance. Conclusions: The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. Practice implications: The instrument measuring the emotive component (IRI) did not significantly predict empathic behavior, whereas instruments measuring moral (JSPE-S) and cognitive components (SJT) significantly predicted empathic behavior. However, the explained variance was small. In a longitudinal assessment program, triangulation of different instruments assessing empathy offers a rich perspective of learner's empathic abilities. Empathy training should include the acquisition of knowledge, attitudes, and behavior to support learner's empathic behaviors.

Trata-se de protocolo de scoping review com objetivo de mapear evidências sobre a utilização do exame clínico objetivamente estruturado (OSCE) como estratégia educativa sobre segurança do paciente com profissionais da enfermagem. Para alcançar tal objetivo será desenvolvida uma scoping review orientada pelo Systematic reviews and Meta- Analyses extension for Scoping Reviews (PRISMA-ScR) Guideline.

Introduction Near-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research. Methods Our model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark. Results A quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice. Discussion We established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance.

This book is a comparative study of securitization and democracy in Eurasia in the context of transformation and development in the OSCE region. In various chapters of the book, special attention is paid to the most important general condition for the success of democratization, which is the guarantor of the political stability of the countries of Eurasia, involving the reform of society while maintaining the ability of public institutions to manage the transitional country. Globalization and the transition to an innovative type of development, a deep qualitative shift in the life of modern society, in its structures and mechanisms of functioning clearly indicate the need for a large-scale breakthrough in the methods of political management. The conceptual rethinking of democracy in the OSCE region is also stimulated by international processes that do not fit into the framework of the currently existing unified liberal concepts. Nothing yet supports the conclusion that sooner or later all the countries of Eurasia will adopt liberal values in the form in which they have been formed in the Western world. The main task of the authors of this study was to analyze the process of democratization of the Eurasian society, which has a complex dialectical character, that is, a constant balancing between stability and development is necessary. This causes the alternation of democratic tendencies, that is, tendencies of liberalization, emancipation of the political, economic and cultural spheres with tendencies to strengthen the influence of state power structures on the development of the Eurasian society. The authors of various topics compare the current stage in the development of democracy, which has significant shortcomings, crises of political identity, parliamentarism, the electoral system, etc. This, in turn, leads to the need to concentrate volitional and power efforts in a strictly defined direction in order to resolve the problems and contradictions that have developed in the Eurasian society. Thus, etatization is both an instrument of regulation and a mechanism for self-preservation of the Eurasian society, a guarantor of its further development, ensuring the stability of the political system and contributing to the consolidation of disparate public interests and political forces.

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.

The article is devoted to the question of reforms in the OSCE in the context of the recent statement of the RF Foreign Minister on this problem. The previous initiatives, as well as proposals on the subject and basic reasons for lack of consensus on the reforms in the OSCE, have been described in the paper. The author pays special attention to the perspective directions of the reforming process in the sphere of crisis prevention and regulation on the basis of the new technological achievements, peacekeeping missions, peacebuilding and post-conflict reconstruction, mediation. The article contains certain recommendations on this topic. The author proposes to elaborate a new strategy of development of the OSCE till 2030 which will define concrete options for the OSCE future reforms.

The article devoted to the questions connected with the place and role of the OSCE in the architecture of the European security in the context of the COVID-19 pandemic and its influence on the activities of global and regional organizations. The author underlines incompatibility of the block approach to the maintenance of the European security and the need for collective actions of the regional organizations. The article analyses the potential and comparative advantages of the OSCE in the European security’s system. The perspective of possible renaissance of the OSCE as a pillar of the European security’s system are defined.

The Objective Structured Clinical Examination (OSCE) offers several opportunities for effective feedback to be given to students to improve their performance. This study aimed to evaluate the feedback practices following OSCE in the University of Port Harcourt (Uniport). This was descriptive research involving the administration of semi-structured questionnaires to examiners in the Faculty of Clinical Sciences and final year medical students in Uniport. Information sought centred on their perception of feedback practices following OSCE. Data was analysed using descriptive statistics and Chi-square. The result showed that 114 examiners participated in the study. There were 72 (63.16%) male and 42 (36.84%) female examiners with male to female ratio of 1.7:1. Ninety students participated in the study. There were 49 (54.44%) males and 41 (45.56%) females. Their mean age was 25.42±2.36. There were significant differences between the examiners and students perception of feedback practices following OSCE in Uniport in terms of whether (P=0.009) and when (P=0.0014) it is provided. Majority of the examiners (58.49%) and almost all the students (91.49%) reported that feedback resulted in improved performance. The stud y showed that about half of the students claimed that feedback is given following OSCE in Uniport. Feedback practice following OSCE in Uniport is satisfactory in some aspects and deficient in some other aspects. Incorporate quality feedback practices into the OSCE process in all medical schools will improve skills development and learning.

Objective Structured Clinical Examination (OSCE) merupakan metode untuk menguji kompetensi klinik secara objektif dan terstruktur dalam bentuk putaran/station dengan waktu tertentu. Artikel ini berupaya memberikan gambaran dan penjelasan terkait program pelatihan OSCE standar nasional secara komprehensif terhadap pengetahuan dosen. Penulisan artikel ini menggunakan pendekatan kuantitatif dengan model deskriptif-analitik. Hasilnya pengetahuan dan wawasan dosen meningkat dalam hal metode penilaian ujian keterampilan klinik dengan pendekatan OSCE. Hal ini dibuktikan dengan nilai pre-test dan post-test yang menunjukkan pengetahuan dosen terkait OSCE rata-ratanya mengalami rerata kenaikan pengetahuan setelah melakukan pelatihan OSCE sebesar 35,29%. Selain itu, dosen juga dapat mengaplikasikan dan merancang model ujian keterampilan klinik dengan OSCE di laboratorium keperawatan, sehingga dapat mempersiapkan mahasiswa dalam menghadapi Exit-Exam. Mahasiswa keperawatan yang terlibat dalam pelatihan OSCE ini juga mendapatkan manfaat berupa pengalaman nyata dalam melakukan ujian keterampilan klinik secara komprehensif. Artikel ini juga berkontribusi bagi institusi pendidikan keperawatan untuk menerapkan metode OSCE dalam ujian keterampilan klinik sebagai upaya meningkatkan kesiapan mahasiswa dalam program Exit-Exam.

In the face of a rapid decline of rule of law standards in a number of EU Member States, this article examines whether the Helsinki process of the Organization for Security and Co-operation in Europe (OSCE), which was instrumental in strengthening the political commitments to human rights and their defenders during the Cold War and thereafter, can still deliver for defenders in the EU today. It discusses issues related to the concern of the OSCE’s fading relevance in its human dimension and the role EU Member States (EUMS) play in its decline. In reviewing the EU’s diplomatic practice within the OSCE, this article suggests that in its quest for unity, the EU has grown into a cartel of silence, effectively weakening the OSCE’s foundational logic of peer review as it is unwilling to deal with problems in a forum that was created for this very purpose. The article then recommends a number of ways in which OSCE’s institutions and political bodies could develop their working methods to take advantage of particularly EU civil society expertise while also being open to their calls for OSCE action.

Mahidol R2R e-Journal, 9, 3, 77-89

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 checklists is therefore advisable., 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 Papier bevorzugt, was frühere Ergebnisse von Prüfungen auf Fakultätsebene bestätigt. Außerdem wurden mit den elektronischen OSCE-Checklisten fehlende Bewertungen vermieden. Insgesamt ist die Verwendung elektronischer OSCE-Checklisten daher empfehlenswert.

Introduction: The onset and rise of COVID-19 and its sudden progression to a worldwide pandemic lead medical and dental institutes to change their way of teaching and conducting assessments to distance learning as compared to the previously applied conventional approaches. Teaching and assessment during this era have changed vastly, earlier it was solely traditional/live Objective Structured Clinical Examination (OSCE) but due to the current circumstances electronic/online OSCE (E-OSCE) method was introduced. In Pakistan also, Pakistan Medical Council (PMC) and the College of Physicians and Surgeons of Pakistan (CPSP) conducted online exams so that the scheduled exams do not get delayed. Aim: The main objective of this paper is to measure the reliability of an E-OSCE and to compare it with the traditional OSCE. Methodology: This was a cross-sectional study which got conducted at the Rawal Institute of Health Sciences, Islamabad. Traditional OSCEs and E-OSCEs were conducted with 71 participants including final year students and house officers. Each OSCEs had 10 stations, including one interactive station in traditional OSCE. Students’ scores in both the OSCEs were collected and paired t-test was used to compare the mean scores at p

E-learning and online resources for Canadian medical students could be one of the most beneficial learning tools in this day and age. Limited expert faculty numbers and training in Clinical Pharmacology and Toxicology (CPT) and the current pandemic have driven us to develop processes and evaluation metrics for an online Observed Structured Clinical Exam (OSCE) in CPT.

Freedom of thought, conscience and religion as one of the fundamental freedoms and human rights, the source of which is inherent, inalienable and inviolable human dignity, is guaranteed in addition to the provisions of international law also in documents issued by the Conference/Organization for Security and Cooperation in Europe (CSCE/OSCE). They emphasize a clear link between religious freedom and the need to ensure security. Of special importance to this issue are the political guidelines: Freedom of Religion or Belief and Security: Policy Guidance, which are entirely devoted to this subject in accordance with the concept of comprehensive security. The document formulates guiding principles, practical tips and recommendations on many important issues related to freedom of religion or belief and security in the OSCE region. In the study, the content of the indicated document was analyzed and an attempt was made to evaluate it. This allows for the conclusion that ensuring religious freedom is an important element in ensuring security.

Aims: Past many decades the traditional way of examining the students includes both short and long cases as well viva-voce examination. In the conventional assessment method, there are some voids found such as communication skills. Study Design: A descriptive cross-sectional study was performed using a pre-designed questionnaire through Google forms. Place and Duration of Study: Questionnaire distributed to the participants of various dental colleges across India through e-mails, and through Whats App, from 16th Feb 2022 to 30th March. Methodology: The questionnaire was pre-tested, and validation was performed. A total of 501 responses were received from the participants. The received data was entered in Microsoft Excel sheet. Descriptive Statistical Analysis was done by using IBM SPSS version 26. Results: A total of 501 faculty members participated. Senior Lectures stood in first place (153) and the least interest shown by the Readers (100). While gender wise designations follow as in Senior Lecturer designation dominated by the female faculty. 82.4% of faculty were aware about the OSCE and 77.8% claimed they knew about OSPE. More than half of the participated faculty revealed that they have not undergone any training programme to conduct OSCE/OSPE. Conclusion: Very few of the Dental Institutions conduct the OSCE/OSPE programmes. Though there are many ways to test the student’s knowledge, no single method is superior to other methods. It is advisable to use a combination of methods for better results.

Background The social distancing requirements of the COVID-19 pandemic have resulted in an inability to deliver traditional, face-to-face Mock OSCEs; a means of clinical skill learning that has been shown to be beneficial to students. This study investigated the ability of an Online Mock OSCE to replace the in-person format and assessed whether similar benefits could be obtained by this method of delivery. Methods A student-run Online Mock OSCE was designed and rolled out to Year 2 undergraduate medical students; a questionnaire was then distributed to 43 students who consented to be involved in the research. Both quantitative and qualitative data were collected, with interpretation carried out via paired sample t-tests and supplementary thematic analysis. Results Comparison of pre-and-post-OSCE scores demonstrated a significant decrease in anxiety both towards summative OSCEs with similar stations and with different stations. Student confidence levels and self-reported retention of clinical skills showed statistically significant increases as a result of the Online Mock OSCE. Students had a strongly positive opinion of the process; analysis of written responses identified the provision of useful feedback on clinical skills, allowance of recognition of knowledge gaps, and enablement of increased familiarity with the assessment process as common justifications for this. Conclusions The Online Mock OSCE represents an excellent alternative to face-to-face delivery; it is well-received by students and offers a number of benefits, including decreased anxiety levels, increased confidence and improved self-reported retention of clinical skills, alongside logistical advantages of the online process. This study gives evidence for its continuing adaptation and inclusion within the medical curriculum even as in-person practice becomes feasible once more, such are the extensive assets it offers, and the potential for the method to be utilised within blended learning.

Objective structured clinical examinations (OSCEs) are widely used, including in licensure examinations. OSCEs assess diverse skills in a structured manner, but can be stressful for students and have a significant organisational burden for faculty. Case-based video OSCE preparation resources were developed for students preparing for a licensure OSCE. The study aimed to examine student engagement, compare scores awarded by students to performances at specific competence standards with faculty scores, and examine usability, usefulness, and acceptability of the video cases.Final year pharmacy students (n = 149) enrolled in an integrated master of pharmacy programme in Ireland were invited to participate. Six sets of recorded OSCE-based video cases were developed, comprising multiple recordings of the same case scenario, with each pitched at a different level of performance. Students watched and scored the video cases. Usability, usefulness, and acceptability were evaluated via questionnaire.One or more video cases were accessed by 70.5% of students. Score ratings awarded by the students, when compared to faculty ratings, showed an overall trend towards inter-rater agreement between students and faculty. Students felt positively in terms of the usability, usefulness, and acceptability of the videos.Video cases designed to support OSCE preparation for a high-stakes national pharmacy licensure examination were widely used by students and were perceived to be usable, useful, and acceptable. Such video cases may be a feasible alternative to additional mock OSCEs to support student preparation.

Numerous terrorist attacks, mass shootings, war crimes and less brutal instances of deviant behaviour such as commitment to radical Islamism or hatred against other nations often tend to be the manifestation of one of the last stages of radicalization. There is no single scenario, according to which radicalization proceeds. Absolutely different reasons can encourage a person to renounce normal values and accept the idea that the world can and should be fundamentally changed, sometimes even by force and violence. This is the main reason why OSCE adopted a “Whole-of-Society” approach to counter radicalization and its brutal results throughout the OSCE area. The adopted strategy is highly comprehensive and tackles not only different aspects of radicalization (e.g. gender, war, post-conflict, etc.) but also numerous institutions (e.g. families, churches, mosques, schools, scholars, etc.) that can detect and prevent radicalization of a person and integrate him or her back into the society. This article provides an analysis of OSCE efforts in this field by studying OSCE reports on extremism and radicalization and evaluating achieved outcomes. It finds out that despite being highly inclusive and all-pervasive with various successful instances in different regions, a bulk of member states do not have a platform that would facilitate communication between all actors involved to provide early warning and rehabilitate radicals. Efforts to develop a comprehensive framework are too costly, leading to limited projects and initiatives. Further research in finding the most efficient ways to implement OSCE ideas in the OSCE member states and beyond is required.

High-stakes assessments must discriminate between examinees who are sufficiently competent to practice in the health professions and examinees who are not. In these settings, criterion-referenced standard-setting methods are strongly preferred over norm referenced methods. While there are many criterion-referenced options, few are feasible or cost effective for objective structured clinical examinations (OSCEs). The human and financial resources required to organize OSCEs alone are often significant, leaving little in an institution's budget for additional resource-intensive standard-setting methods. The modified borderline group method introduced by Dauphinee et al. for a large-scale, multi-site OSCE is a very feasible option but is not as defensible for smaller scale OSCEs. This study compared the modified borderline group method to two adaptations that address its limitations for smaller scale OSCEs while retaining its benefits, namely feasibility. We evaluated decision accuracy and consistency of calculated cut scores derived from (1) modified, (2) regression-based, and (3) 4-facet Rasch model borderline group methods. Data were from a 12-station OSCE that assessed 112 nurses for entry to practice in a Canadian context. The three cut scores (64-65%) all met acceptable standards of accuracy and consistency; however, the modified borderline group method was the most influenced by lower scores within the borderline group, leading to the lowest cut score. The two adaptations may be more defensible than modified BGM in the context of a smaller (

Examiners’ judgements play a critical role in competency-based assessments such as objective structured clinical examinations (OSCEs). The standardised nature of OSCEs and their alignment with regulatory accountability assure their wide use as high-stakes assessment in medical education. Research into examiner behaviours has predominantly explored the desirable psychometric characteristics of OSCEs, or investigated examiners’ judgements from a cognitive rather than a sociocultural perspective. This study applies cultural historical activity theory (CHAT) to address this gap in exploring examiners’ judgements in a high-stakes OSCE. Based on the idea that OSCE examiners’ judgements are socially constructed and mediated by their clinical roles, the objective was to explore the sociocultural factors that influenced examiners’ judgements of student competence and use the findings to inform examiner training to enhance assessment practice. Seventeen semi-structured interviews were conducted with examiners who assessed medical student competence in progressing to the next stage of training in a large-scale OSCE at one Australian university. The initial thematic analysis provided a basis for applying CHAT iteratively to explore the sociocultural factors and, specifically, the contradictions created by interactions between different elements such as examiners and rules, thus highlighting the factors influencing examiners’ judgements. The findings indicated four key factors that influenced examiners’ judgements: examiners’ contrasting beliefs about the purpose of the OSCE; their varying perceptions of the marking criteria; divergent expectations of student competence; and idiosyncratic judgement practices. These factors were interrelated with the activity systems of the medical school’s assessment practices and the examiners’ clinical work contexts. Contradictions were identified through the guiding principles of multi-voicedness and historicity. The exploration of the sociocultural factors that may influence the consistency of examiners’ judgements was facilitated by applying CHAT as an analytical framework. Reflecting upon these factors at organisational and system levels generated insights for creating fit-for-purpose examiner training to enhance assessment practice.

We explored the use of a video-based reflective design in preparing first-year pharmacy students for their Objective Structured Clinical Examination (OSCE) in Victoria, Australia. This involved pre-workshop activities (a recording of themselves simulating the pharmacist responding to a simple primary care problem, written reflection, review of the OSCE video examples and pre-workshop survey); workshop activities (peer feedback on videos) and post-workshop activities (summative MCQ quiz and post-workshop survey). These activities took place three weeks before their OSCE. A mixed-method study design was employed with quantitative and qualitative analyses of the surveys and a focus group. A total of 137 students (77.4%) completed the pre- and post-workshop surveys, and ten students participated in the focus group. More student participants (54%) reported feeling prepared for the OSCE post-workshop than pre-workshop (13%). The majority (92%) agreed that filming, watching and reflecting on their video allowed them to learn and improve on their skills for the OSCE. The regression analysis found that video recording submissions and written reflections correlated positively with student OSCE performances, and the video-based reflective design learning experience was perceived to be beneficial in multiple ways. Thematic analysis of the focus group data revealed that students acquired metacognitive skills through the self-assessment of their video recordings, developed an awareness of their learning and were able to identify learning strategies to prepare for their first OSCE. Fostering students’ feedback literacy could be considered in future educational designs.

Pesquisa sem auxílio de agências de fomento Introdução: o Objective Structured Clinical Examination (OSCE) é reconhecido mundialmente como um instrumento válido e eficiente para avaliar habilidades cognitivas, psicomotoras e de comunicação na área da saúde. No entanto, níveis aumentados de estresse e ansiedade são frequentemente relatados por estudantes no momento de sua realização. Assim, o objetivo desta pesquisa foi avaliar a existência de associação entre o nível de ansiedade e estresse percebido e o desempenho no OSCE, assim como compreender a percepção do estudante sobre a prova e os fatores relacionados à sua performance no exame. Método: foi realizado um estudo misto, de corte transversal, com delineamento explanatório sequencial. Na abordagem quantitativa, utilizou-se questionários autoaplicados de sonolência diurna, ansiedade e estresse para 213 estudantes do internato médico, imediatamente antes de realizarem o OSCE. A regressão linear múltipla, pelo método hierárquico, foi usada para verificar as variáveis independentes associadas ao desempenho. Para a coleta dos dados da abordagem qualitativa, utilizou-se o método do grupo focal (GF), com posterior emprego do software IRAMUTEQ para auxiliar no processamento dos dados que foram analisados por meio da análise temática. Resultados: As variáveis gênero, período do curso, sonolência diurna, ansiedade e estresse não influenciaram o desempenho dos estudantes na realização do OSCE. O processo de saturação temática foi alcançado com cinco grupos focais, com a participação total de 38 estudantes. Quatro classes centrais emergiram das narrativas: “Significados do OSCE para o estudante”; “Sentimentos relacionados ao desempenho no OSCE”; “Fatores operacionais relacionados ao desempenho no OSCE”; e “Desafios relacionados às competências (não) avaliadas no OSCE”. Conclusão: O desempenho acadêmico no OSCE não foi influenciado pelo estresse e ansiedade percebidos pelos estudantes durante sua realização. O OSCE é visto pelos estudantes como um instrumento de avaliação puramente somativo, associado a emoções negativas, com o estresse e a postura do avaliador percebidos como fatores preponderantes no desempenho dos estudantes dentro do arcabouço avaliativo. Introduction: The Objective Structured Clinical Examination (OSCE) is recognized worldwide as a valid and efficient instrument to assess cognitive, psychomotor and communication skills in healthcare. However, increased levels of stress and anxiety are often reported by students at the time of their performance. Thus, the objective of this research was to assess the existence of an association between the level of anxiety and perceived stress and performance on the OSCE, as well as to understand the student's perception of the test and factors related to their performance. Method: A mixed, cross-sectional study with sequential explanatory design was carried out. In the quantitative approach, self-administered daytime sleepiness, anxiety and stress questionnaires were used for 213 students from the medical internship, immediately before taking the OSCE. Multiple linear regression, by the hierarchical method, was used to verify the independent variables associated with the performance. For data collection from the qualitative approach, the focus group method (FG) was used, with subsequent use of the IRAMUTEQ software to assist in the processing of data which were analyzed using Minayo's thematic analysis. Results: The variables gender, course term, daytime sleepiness, anxiety, and stress did not influence the students' performance in the OSCE. The thematic saturation process was achieved with five focus groups, with the total participation of 38 students. Four core classes emerged from the narratives: “Meanings of OSCE for the student”; “Feelings related to OSCE performance”; “Operational factors related to performance in the OSCE”; and “Challenges related to competences (not) assessed by the OSCE”. Conclusion: Academic performance in the OSCE was not influenced by the stress and anxiety perceived by students during its performance. The OSCE is perceived by students as a purely summative assessment tool, associated with negative emotions, with stress and the evaluator's posture perceived as preponderant factors in the performance of students within the evaluative framework. Tese (Doutorado)

Implementasi pendidikan tahap profesi ners adalah peserta didik menerapkan ilmu pengetahuan teori, konsep dan keterampilan teknis yang telah dikuasai pada program akademik pada klien langsung melalui program internship dimana peserta didik dibimbing oleh seorang perawat sebagai preceptor. Keberadaan pendidik klinik/preceptor sangat diperlukan dalam menjamin keterlaksanaan layanan pasien yang berkualitas serta menjamin kompetensi peserta didik. Disamping itu, pendidik klinik/preceptor juga diperlukan untuk mengurangi stres yang mungkin dialami oleh peserta didik sebagai lulusan sarjana keperawatan baru yang belum mengenal dunia kerja sebenarnya serta untuk menjamin bahwa tanggung jawab tidak sepenuhnya berada pada peserta didik, tidak diberikan secara lebih dini atau tidak seharusnya diberikan secara kurang tepat. Metoda pembelajaran pada tahap profesi berfokus pada pelaksanaan pendelegasian kewenangan dari preceptor kepada peserta didiknya. Sedangkan kegiatan evaluasi pada tahap profesi lebih terfokus pada pembuktian bahwa peserta didik telah memiliki kompetensi yang ditetapkan dan disertai dengan kemandirian dalam menjalankan kompetensinya sebagai cerminan kewenangan telah dimiliki. Tujuan dari pelatihan OSCE diharapkan dapat memberi pemahaman tentang evaluasi dengan metode OSCE, sehingga para evaluator dapat mengevaluasi secara objektif sesuai kemampuan mahasiswa. Metode yang akan dilakukan adalah pelatihan OSCE kepada preseptor klinik rumah sakit aliansi. Hasil yang didapatkan pre-tes dengan nilai rata-rata 65, setelah diberikan pelatihan meningkat menjadi 85. Kesimpulan yang didapatkan terjadi peningkatan pemahaman preseptor mahasiswa. Kata Kunci: Kompetensi Klinik, OSCE, Pendidikan Keperawatan, Pendidik Klinik, Preseptor Klinik ABSTRACT The implementation of the nursing profession education stage is that students apply theoretical knowledge, concepts and technical skills that have been mastered in academic programs to clients directly through an internship program where students are guided by a nurse as a preceptor. The existence of clinical educators/preceptors is very necessary in ensuring the implementation of quality patient services and ensuring the competence of students. In addition, clinical educators / preceptors are also needed to reduce stress that may be experienced by students as new nursing graduates who are not familiar with the real world of work and to ensure that the responsibility is not entirely on the students, is not given earlier or should not be given. given incorrectly. The learning method at the professional stage focuses on implementing the delegation of authority from the preceptor to his students. Meanwhile, evaluation activities at the professional stage are more focused on proving that students have the competencies defined and accompanied by independence in carrying out their competencies as a reflection of the authority they have. The purpose of the OSCE training is expected to provide an understanding of evaluation using the OSCE method, so that evaluators can evaluate objectively according to students' abilities. The method that will be used is OSCE training for clinical precepts of alliance hospitals. The results obtained pre-test with an average value of 65, after being given the training increased to 85. The conclusion obtained was an increase in the understanding of students' precepts. Keywords: Clinical Competence, OSCE, Nursing Education, Clinical Educator, Clinical Precept

La presente investigación se origina a través de la problemática existente en la Zona Registral de Lambayeque, es decir debido al congestionamiento en las funciones del OSCE, por partes de los funcionarios públicos; expresamente en los actos registrales concernientes en las contrataciones públicas. En ese sentido, el objetivo general es elaborar y determinar la propuesta de implementación en el reglamento de registros de contrataciones públicas de la SUNARP, que permita el descongestionamiento de las funciones del OSCE en la zona registral Lambayeque, para ello, se realizó una investigación de tipo descriptiva, propositiva, no experimental. Dentro de la metodología empleada se utilizaron técnicas e instrumentos como: la encuesta y el cuestionario respectivamente; el instrumento de recolección de datos fue diseñado en base a la operacionalización de la variable del estudio. Los resultados más resaltantes de la investigación, realizadas a las personas encuestadas muestra que el 100% está totalmente de acuerdo que se establezca un registro de contrataciones públicas en la SUNARP, el cual será totalmente factible y técnicamente viable, en beneficio del OSCE, específicamente en su labor de la Zona Registral de Lambayeque SUNARP. La propuesta de implementación permitirá contar con un registro de contrataciones públicas, con la finalidad de registrar contratos, incumplimientos de contratos y arbitraje, lo cual redundará en un trabajo funcional y eficaz, tanto de la inscripción, la publicidad, así como de la seguridad registral. Se utilizaron métodos del nivel teórico, empírico y estadístico. Abstract The present investigation is originated through the existing problematic in the Registration Zone of Lambayeque, that is to say due to the congestion in the functions of the OSCE, by parts of the public officials; expressly in the registration acts concerning public procurement. In that sense, the general objective is to elaborate and determine the implementation proposal in the SUNARP public contract registration regulations, which allows the decongestion of the OSCE functions in the Lambayeque registry area, for which an investigation was carried out. descriptive type, proactive, not experimental. Within the methodology used, techniques and instruments were used, such as: the survey and the questionnaire respectively; The data collection instrument was designed based on the operationalization of the study variable. The most outstanding results of the investigation, made to the people surveyed, shows that 100% fully agree that a registry of public procurement will be established in the SUNARP, which will be totally feasible and technically viable, in benefit of the OSCE, specifically in his work in the Registration Area of ​​Lambayeque SUNARP. The implementation proposal will allow for a registry of public contracts, in order to register contracts, breaches of contracts and arbitration, which will result in functional and effective work, both registration, advertising, as well as security registration . Methods of the theoretical, empirical and statistical level were used. Keywords: Registries, Public Contracting, SUNARP, OSCE

The relevance of the main directions of research in this book is determined both by the general significance of the problem of transforming the political process of society for political science, and by the peculiarity of its state in the context of sociocultural dynamics in the member states of the Organization for Security and Cooperation in Europe (OSCE). The importance of a comparative analysis of social and cultural value bases in the political process and the dynamics of this phenomenon is due to increased attention to the consideration of the nature, essence and characteristics of value orientations in the era of globalization, changes and complication of the evolution of the political system, on the basis of which the development of society in the political environment is carried out. The immediate stability and effectiveness of the political process directly depends on the value components in the public mind. This aspect is of particular importance in the face of the challenges of the surrounding world, when a transformational society is faced with a choice of political alternatives. In this regard, it becomes important to study the problem of the regulatory role of social, cultural and value factors in the transformation of the political process in the OSCE member states.

Background: Objective Structural clinical evaluation (OSCE) is newly emerging evaluation methods that has been used in recent years in the medical and paramedical fields. However, one of its disadvantages is that it causes anxiety, which, in turn, reduces the effectiveness of the test. Therefore, the main purpose of the present study was to evaluate the OSCE test familiarity workshop effectiveness on test anxiety in anesthesia students and operating room of Ilam University of Medical Sciences, Iran. Methods: This research was of quasi-experimental study nature performed on 72 students who were studying anesthesia and operating room. In doing so, the students in each class were randomly assigned into control and intervention groups. Then, a workshop was held one hour before the test to familiarize students with OSCE stations, how to ask questions and how to answer students in the intervention group. Then, the Spielberger questionnaire was also completed. Besides, data analysis was performed using SPSS 21 statistical software (Chicago, IL, USA). Results: The highest frequency (52.77%) was related to anesthesia participants, of whom 58.33% were girls. The mean score of anxiety before the intervention was 48.15 7 7.15 which decreased to 30.80 98 6.98 after the intervention (P

Objective structured clinical examinations (OSCEs) can generate more anxiety than other forms of assessment. Ginny Chappell looks at methods of overcoming this Objective structured clinical examinations (OSCEs) are used to assess competency in advanced practice programmes. OSCEs generate more anxiety than other forms of assessment, which can be helpful to motivate studying but 20% of students find their performance is affected. OSCE anxiety may activate the sympathetic nervous system (flight for fight response). Worrying and catastrophising can lead to negative self-talk and increase stress levels further. These thought patterns and behaviours can be overcome using mindfulness techniques (including deep breathing exercises and grounding techniques), thought reframing or cognitive behavioural therapy (CBT), and with careful preparation for the examination. Mindfulness reduces the sympathetic response and CBT retrains the brain to increase the positive self-talk. Together these techniques help students overcome OSCE anxiety and give their best performance in the examination.

ZusammenfassungDie Vermittlung ethischer Kompetenzen ist wesentlicher Bestandteil in berufsqualifizierenden und postgraduellen Studiengängen. Dabei werden praktisch-ethische Problemlösungskompetenzen, je nach Studiengang aber auch die forschungsethische Betrachtung von Studien thematisiert. Die Überprüfung dieser ethischen Kompetenzen stellt sich als Herausforderung dar. Das schriftliche oder mündliche Abfragen von Lehrinhalten greift zu kurz, da somit lediglich Wissen, jedoch nicht Fertigkeiten oder gar Haltung erfasst werden können.Bei der Reakkreditierung des Masterstudiengangs Pflegewissenschaft an der Universität Witten/Herdecke wurde dieser Herausforderung mit der Umsetzung eines für die postgraduelle Ausbildung innovativen Prüfungsformats begegnet. Für das Modul „Ethik in der Pflegepraxis und -forschung“ wurde ein Format ausgearbeitet, welches sich an den „Objective Structured Clinical Examinations“ orientiert und somit die erworbenen Fertigkeiten und Haltungen der Studierenden mit einbezieht. Der Beitrag zeigt auf, wie das OSCE-Prüfungsformat (kurz: OSCE) konzipiert und eine Adaption erfolgt ist.

Purpose: The objective structured clinical examination (OSCE) has become a standard assessment tool in undergraduate medical school training. The aim of this study was to assess the Perception of Students and Faculties for OSCE as a tool for assessment of clinical competence in Summative Examination of General Medicine. Methods: In this Study a total of 150 Final Professional Medical Students appeared for final MBBS part II clinical exam of Sri Aurobindo Institute Of Medical Science & PG Institute, Indore, and 10 faculties of Medicine Department were included. 150 students underwent exam by OSCE method in the presence of 10 Medicine faculty members. The 12-item questionnaire included questions based on to assess the faculties and students awareness and to evaluate their overall satisfaction for OSCE based on the level of agreement. Results: We collected the feedback structured questionnaire from faculties and students and were analysed. A total of 73% study subjects strongly agreed, 51% agreed and 14% disagreed respectively as per their perception for conduct, utility acceptability and feasibility of OSCE as an assessment tool in subject of medicine. Conclusions: An overall positive perception of OSCE by students and examiners was seen. The OSCE was rated strongly in favor as clinical assessment tool in present study and yields dependable information about the performance capabilities of competencies of Final Professional MBBS students.

A descriptive study is used to assess the knowledge level on objective structured clinical examination (OSCE) among B. Sc Nursing students at selected colleges, Puducherry. The aim is to assess the existing level of knowledge regarding OSCE among B. Sc Nursing students and to find the association with the knowledge level with selected demographic variables. The study was conducted among 100 B. Sc Nursing students (50 B. Sc Nursing III and IV-year students) and they were selected through Probability Sampling-Simple random sampling technique. After getting consent from the subjects, the data was collected by using Semi Structured Questionnaire to assess knowledge level on OSCE among B. Sc Nursing students. The study result showed that out of 100 students, 79 students (79%) had previous knowledge and experience on OSCE in that 92% of students possess moderate level of previous knowledge and experience, 5 % of students had adequate knowledge and 3 % had inadequate knowledge and experience on OSCE. The study concluded that majority of students had previous knowledge and experience on OSCE and it also reveals that there is no significant association between selected socio- demographic variables with knowledge level on OSCE among B.sc Nursing students.

Introduction: OSCE has been used increasingly in assessing learners globally. Standard Setting for OSCE is necessary to distinguish between a competent and an incompetent learner. This study was conducted to enhance the quality of assessment of the MDI OSCE for MS-2 at CECICS. Objective: 1. To describe steps in implementing Standard Setting for MDI Station; 2. To determine the content validity of the MDI checklist. Method: This is a cross-sectional study. To calculate the pass mark, we followed five steps of the Angoff method. To determine the content validity of the checklist, we calculated S-CVI, I-CVI and CVR. Result: We recruited a group of 8 SMEs who are qualified to define the required level of knowledge and skills of MCC. During the online orientation organized by CECICS’ Director, all items of checklist were clarified. To avoid the time-consuming process, each SME will only determine the percentage of MCC would answer the item correctly for the first 3 items. SMEs explained their decisions on each item and discussed to resolve the discrepancies when the difference between the lowest and highest scores are greater than 15%. All SMEs made their judgements for the remaining items after the meeting. One week later, the 2nd online meeting was organized to collect all the judgements and repeated all steps to collect MCC. Finally, we obtained the passing score of 81% for this station by averaging the total score of 8 SMEs. The calculated value of S-CVI/average, S-CVI/UA, and CVR were all equal to 1. The results provided good evidence of content validity. Conclusion: In this study, Angoff method has shown to be practical in providing defensible passing score for the MDI station. Besides that, MDI checklist has evidence to support the content validity. In the future, to achieve a higher standard in measuring performance assessment, the passing scores of all OSCE at CECICS should be determined by appropriate standard setting methods.

Objectives: To evaluate the process and the comprehensiveness of advanced care planning (ACP), we designed a national ACP-OSCE (Objective Structured Clinical Examination) program. Methods: The program was designed as a 40-minute OSCE test. Participants were categorized as different ACP team members to illustrate realistic scenarios. Preceptors were asked to observe ACP professionals’ actions, responses, and communication skills during ACP with standardized patients (SP) through a one-way mirror. Participants’ communication skills, medical expertise, legal knowledge, empathetic response and problem-solving skills of ACP were also self-evaluated before and after OSCE. Thematic analysis was used for qualitative analysis. Results: In Nov 2019, a total of 18 ACP teams with 38 ACP professionals completed the ACP-OSCE program, including 15 physicians, 15 nurses, 5 social workers, and 3 psychologists. After the ACP-OSCE program, the average score of communication skills, medical expertise, legal knowledge, empathetic response, ACP problem-solving all increased. Nurses felt improved in medical expertise, legal knowledge, and problem-solving skills, psychologists and social workers felt improved in legal knowledge, while physicians felt no improved in all domain, statistically. Thematic analysis showed professional skills, doctoral-patient communication, benefit and difficulties of ACP were the topics which participants care about. Meanwhile, most participant agreed that ACP-OSCE program is an appropriate educational tool. Conclusion: This is the first national ACP-OSCE program in Asia. We believe that this ACP-OSCE program could be applied in other countries to improve theACP process and quality.

The current official model of training in Intensive Care Medicine (ICM) in Spain is based on exposure to experiences through clinical rotations. The main objective was to determine the level of competency (I novice to V independent practitioner) achieved by the residents at the end of the 3rd year of training (R3) in ICM through a simulation-based OSCE. Secondary objectives were: (1) To identify gaps in performance, and (2) To investigate the reliability and feasibility of conducting simulation-based assessment at multiple sites.Observational multicenter study.Thirteen Spanish ICU Departments.Thirty six R3.The participants performed on five, 15-min, high-fidelity crisis scenarios in four simulation centers. The performances were video recorded for later scoring by trained raters.Via a Delphi technique, an independent panel of expert intensivists identified critical essential performance elements (CEPE) for each scenario to define the levels of competency.A total of 176 performances were analyzed. The internal consistency of the check-lists were adequate (KR-20 range 0.64-0.79). Inter-rater reliability was strong [median Intraclass Correlation Coefficient across scenarios: 0.89 (0.65-0.97)]. Competency levels achieved by R3 were: Level I (18.8%), II (35.2%), III (42.6%), IV/V (3.4%). Overall, a great heterogeneity in performance was observed.The expected level of competency after one year in the ICU was achieved only in half of the performances. A more evidence-based educational approach is needed. Multiple center simulation-based assessment showed feasibility and reliability as an evaluation method of competency.COBALIDATION. NCT04278976. (https://register.gov).

Background The objective structured clinical examination (OSCE) is a part of emergency medicine (EM) examinations such as the Masters of Medicine in Emergency Medicine (MMed) examination and the equivalent Member of the Royal College of Emergency Medicine (MRCEM) examination. The use of formative OSCEs to prepare EM residents for summative OSCEs has not been investigated. This study aimed to evaluate the role of formative OSCEs in preparing EM residents for the MMed and MRCEM OSCE. Methods This was an observational, retrospective, mixed-methods cohort study. We analysed data from formative OSCEs conducted by the National Healthcare Group EM residency programme from 2013 to 2019, and from a questionnaire distributed to all residents during the study period. Residents’ formative OSCE participation and scores were compared with first-attempt summative OSCE success. Qualitative analysis of residents’ opinions on the usefulness of the formative OSCE was performed. Results Forty-three of the 50 (86.0%) residents attended at least one formative OSCE. Of the 46 who responded to the questionnaire, 40 (87.0%) had attempted and succeeded in the MMed or MRCEM OSCE, of whom 35 (87.5%) had succeeded on the first attempt. Residents who succeeded in the summative OSCE on the first attempt tended to have higher proximate (mean = 70.6, SD = 8.9 vs mean = 64.3, SD = 10.8) and mean (mean = 67.4, SD = 7.1 vs mean = 62.8, SD = 7.3) formative OSCE scores. All 8/40 (20.0%) residents who attended more than three formative OSCEs succeeded in the summative OSCE on their first attempt. Residents’ formative OSCE scores tended to improve with successive formative OSCEs, demonstrating a positive training effect. All residents felt that the formative OSCE was useful in preparing them for the summative OSCE. Conclusions Participation in multiple formative OSCEs was beneficial in preparing residents for the summative OSCE. The formative OSCE was useful in familiarising residents with the examination, giving them an opportunity to perform in near-examination conditions, and providing feedback to residents and faculty about their progress. Our findings may support the implementation of formative OSCEs in other training programmes to prepare learners for high-stake summative OSCEs.

In this unprecedented situation of COVID-19 era, the educational institutions have to attune not only the teaching strategies but also the assessment. Similarly, just as COVID precautions have become the “new normal” practice, hence implementation changes during face-to-face examinations may become standard practice in the Post- COVID era. The Objective structured clinical exams (OSCEs) which usually require a face-to-face assessment of skills, posed a special challenge to health professionals in COVID-19. This commentary paper is written on shared experiences of the examination cell principal resource faculty for OSCE and exam coordinators. It addresses how to plan and implement objective, valid, feasible and reliable clinical skills examinations (OSCEs) keeping in place COVID precautions to ensure the utmost wellbeing of all stakeholders involved. doi: https://doi.org/10.12669/pjms.37.7.4568 How to cite this:Babar S, Afzal A. The “new-normal” OSCE examination: Executing in the COVID-19 era. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4568 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Background: Assessment has been shown in studies to have a significant impact on the learning process. There has been a lot of interest in making assessment an important element of the learning process for students. Senior medical students may be able to assist teachers with peer evaluations. There is little evidence to support the idea that peer examiners should be officially trained before taking on the job. Aim: To find the difference in teaching faculty scores of untrained and trained peer examiners in Obstetrics & Gynecology OSCE. Study design: Cross-sectional (analytical) study Place and duration: The study was conducted at Sialkot Medical College Sialkot” affiliated with Imran Idrees Teaching Hospital in Obstetrics /Gynecology department over the period of 6 months from January 2022 to June 2022 Methodology: One hundred and five medical student of 4th year were enrolled for practice of OSCE examination. Forty final year medical students took part in the assessment program as peer examiners. One group of examiners were given 2-hour training session describing about the assigned OSCE stations, marking method, evaluation, and feedback methods. Other group was given only checklist to read with no prior training. Using the checklist and a global rating, senior faculty and peer student examiners (both trained and untrained groups) simultaneously assessed students in basic Obstetrics /Gynecology clinical skills at 4 OSCE stations. Every station ran for five minutes (3 minutes of evaluation while 2 minutes of feedback). A comparison between the check list and global rating scores of trained and untrained peer student examiners was made. SPSS version 21 was used to calculate intra-rater reliability was assessed to build the consensus of faculty examiners with the trained and untrained peer examiners according to checklist scores and global rating. Results: Student examiners found sitting at OSCE stations as a useful learning experience. Observing different performances at OSCE stations was so absorbing and it gave them awareness about examination procedure. Practical implication. Peer assessors in a formative OSCE could be successfully implemented in the curriculum of a large medical school with more than 100 students annually. They can be trained to conduct undergraduate assessments of their junior peers and can prove to be very reliable and effective assessors. Conclusion: Peer markers who underwent the formal training session showed the capacity to assess fourth-year students with suitable consistency and devotion. Hence training helped to improve peer marker consensus with faculty. Keywords: Peer examiners, OSCE, trained peer examiner, untrained peer examiner.

Background: Objective Structured Clinical Examination (OSCE) is a method to evaluate students’ nursing skills. OSCE uses checklist as an instrument to test hand washing and gloving skills. While reliability values of both checklists are vital aspect for the instrument, they have not been measured in PSIK FKKMK UGM.Objective: To identify the interrater reliability in the hand washing and gloving skills of OSCE checklists at PSIK FKKMK UGM.Method: This research used non-experimental descriptive quantitative research type with cross-sectional design. The respondents were 92 first-year students at PSIK FKKMK UGM participating in the OSCE examination. Assessment on students performance were conducted using hand washing and gloving checklists by two raters. The scores were analyzed using Kappa and percent agreement (PA).Result: Hand washing checklist had Kappa value of 0,146 (quite poor) and PA 80,40% (acceptable). Gloving checklist had Kappa value of 0,228 (poor) and PA 78,20% (acceptable). The results were divided into two categories, first Kappa not acceptable and PA acceptable or called Kappa paradox consisting of 14 checklist items. Furthermore, there were 11 checklist items in the second category namely Kappa not acceptable and PA not acceptable.Conclusion: Hand washing and gloving skill checklists which are used by PSIK FKKMK UGM do not possess good interrater reliability in measuring the skills of nursing students. These checklists need revision and statistical test in order to improve education quality at School of Nursing at FKKMK UGM.ABSTRAKLatar belakang: Salah satu metode untuk mengevaluasi keterampilan keperawatan mahasiswa adalah menggunakan Objective Structured Clinical Examination (OSCE). Instrumen yang dapat digunakan dalam OSCE adalah checklist. Reliabilitas merupakan aspek penting dalam suatu instrumen. Pengujian reliabilitas dari checklist mencuci tangan dan memakai sarung tangan di PSIK FKKMK UGM belum pernah dilakukan.Tujuan: Untuk mengetahui interrater reliability pada checklist OSCE keterampilan mencuci tangan dan memakai sarung tangan di PSIK FKKMK UGM.Metode: Penelitian ini merupakan jenis penelitian deskriptif kuantitatif non-eksperimental dengan rancangan penelitian cross-sectional. Responden pada penelitian adalah 92 mahasiswa PSIK FKKMK UGM tahun pertama yang mengikuti ujian OSCE. Penilaian performa mahasiswa dilakukan menggunakan instrumen checklist mencuci tangan dan memakai sarung tangan oleh dua orang penguji. Hasil penelitian dianalisis menggunakan Kappa dan percent agreement (PA).Hasil: Checklist mencuci tangan memiliki nilai Kappa 0,146 (cukup buruk) dan PA 80,40% (dapat diterima). Checklist memakai sarung tangan memiliki nilai Kappa 0,228 (buruk) dan PA 78,20% (dapat diterima). Terdapat 14-unit checklist yang masuk dalam kategori Kappa tidak dapat diterima, namun PA dapat diterima (paradoks Kappa). Terdapat 11-unit checklist yang masuk dalam kategori Kappa dan PA tidak dapat diterima.Kesimpulan: Checklist keterampilan mencuci tangan dan memakai sarung tangan di PSIK FKKMK UGM belum memiliki interrater reliability yang baik dalam mengukur keterampilan mahasiswa. Checklist tersebut memerlukan perbaikan untuk menghasilkan reliabilitas baik demi kualitas pendidikan di Program Studi Ilmu Keperawatan FKKMK UGM yang lebih baik.

There is an expectation that healthcare professionals display competence in teaching, assessment and providing feedback. Development begins with formative peer-assisted learning and teaching in the undergraduate environment. Using peers or near-peers (in this case having 1 year more experience than the examination cohort) to provide assessment in summative exams remains unexplored. This study investigates how the use of near-peers compares to marking by academic staff in a summative OSCE.BDS4 Peer assessors (PAs) developed an OSCE question and marking schedule. Each PA (n = 3) was paired with an academic staff assessor (ASA) (n = 3). Peer and academic marked the candidates independently. Two years later, the process was repeated on the same cohort of candidates with the PA now 1-year post qualification. Statistical analysis compared the scores awarded by PA during each timeframe and against the marks awarded by the ASA.During round 1, 28 students (62.2%) were awarded the same score by PA and ASA. On 17 occasions, there was a discrepancy (37.8%). Bias was skewed in favour of PA scoring higher (mean difference of differences -0.0667). During round 2, 27 students (55.1%) were awarded the same score by PA and ASA. On 22 occasions (44.9%), there was a discrepancy. Bias was skewed in favour of ASA scoring higher (mean difference of differences 0.0612).Levels of agreement between PA and ASA are strong. Our results show PA mark more leniently as undergraduates and less leniently at 1-year post graduation.Peer assessors are able to write OSCE stations, produce marking schemes and effectively assess their near-peers.