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作業療法士が行う検査は，検査手順に沿って実施できるだけではなく，その検査の目的や方法を患者に分かりやすく伝え、正確な検査結果を導くことに加え，患者に安心感を与えながら実施する説明能力が要求される．しかし，学生間では同じ検査を実施しているにも関わらず，検査技術の試験では成績に差が生じている．そこで，川上らは技術教育の最終試験において成績の上位群と下位群の発話に含まれる特徴的な単語を分析した．結果，下位群には①不安感に影響すると思われる特徴的な単語，②正確な検査実施に影響すると思われる特徴的な単語が存在した．更に，これら具体的な事例をもとに発話に対する教育も含めた授業改善に取り組み，学生の検査技術の向上に一定の効果を得た．今回，その継続性について検証し新たに取り入れたOSCEの授業の有効性を確認した．結果，学生の発話も含めた検査技術に対する教育の有効性と限界が示唆された．, Occupational therapy examinations should be performed in proper order. Moreover, the purpose and methods need to be explained in an easy-to-understand manner. The examinations should lead to accurate results and be described in detail so that the patient feels secured during the examination. However, there is a discrepancy in test technique evaluation results among students even though they conducted the same test. Kawakami et al. analyzed distinctive words which the high-grade and low-grade students used in their final practical exam. As a result, the low-grade students used (1) words which may affect their anxiety and (2) words which may influence their accurate test execution. Furthermore, based on these concrete examples, we made improvements in teaching such as education on utterance. This had some effects on improvements of student’s examination skills. This time, we verified it is feasible to continue the newly introduced OSCE classes and confirmed the effectiveness of these classes. As a result, the effectiveness and limitations of education for examination techniques, including students' utterances, were suggested.

目的：A大学院の助産師課程で修士課程修了前に実施している分娩介助の客観的臨床能力試験(Objective Structured Clinical Examination :以下，修了前OSCE)に関して，修了生が病院就職後に感じた修了前OSCEの影響と助産師1年目の課題を明らかにし，修了前OSCEの中期的な評価を行うこととした。方法：A大学院の修了生で，所属施設および本人から同意の得られた修了後3年以内の臨床助産師10名を対象に半構造化面接を実施した。得られたデータは質的帰納的に分析した。結果：修了前OSCEの影響として7カテゴリー，15サブカテゴリーが抽出され，修了前OSCEの効果が示された一方，修了前OSCEの受験が否定的な体験となったことも明らかになった。助産師1年目の課題には，学生時代には実習の対象とならなかった正常逸脱事例のほか，授乳支援も抽出された。考察：各大学院で行われているカリキュラムや実習内容によって，修士課程修了前に補強すべき内容を検討し修了前OSCEを実施することは，大学院の助産師教育の質担保に寄与しうると考える。, Objective : This study aimed to conduct a midterm assessment of the impact of the Objective Structural Clinical Examination (OSCE) carried out before the students completed their master's program in midwifery education (precompletion OSCE) and clarify the tasks of midwives in the first year after graduation. Methods : The participants included 10 clinical midwives who had completed their graduate studies. Semistructured interviews were conducted after obtaining consent from the midwives and their institutions.The data were analyzed qualitatively and inductively.Results : Thus, 7 categories and 15 subcategories were extracted with respect to the impact of precompletion OSCE.The precompletion OSCE had positive effects and some negative outcomes. The tasks of new face midwives included cases that deviated from the normal cases and not the usual target of care when they were midwifery students.In addition，nursing support for breastfeeding was also one of their tasks. Discussion : Enhancing the quality of midwifery education in the master's program is possible by OSCE that includes relevant contents to be reinforced before program completion，despite the differences in the curriculum and practical training conducted in different graduate schools.

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.

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.

Indiana University-Purdue University Indianapolis (IUPUI), Advances in technology, non-traditional students, and a new generation of elearners all challenge institutions of higher learning to support innovations that create relevant distance education opportunities for their students. Due to the COVID-19 pandemic dramatic shifts to education occurred, requiring schools of social work to consider new ways to prepare students for the field and new evaluation methods of students’ practice skills. Smoyer and colleagues explored this further in their study on BSW students’ experiences in distance education during the pandemic and found when students were unexpectedly thrust into online learning platforms most were able to learn online; however, substantive interactivity and synchronous engagement were factors that were necessary to maintain student overall satisfaction in the distance learning environment. In addition, they point out the need for interactive technology in online social work classrooms to simulate the human interaction that is essential to student learning and practice. The online objective, structured clinical examination (e-OSCE) is one form of online simulation-based learning that offers highly interactive and engaging HIP learning opportunities for social work students. The OSCE is a standardized, valid, and reliable assessment method that social work education programs use to ensure successful practice skills development. This study used a qualitative, exploratory embedded single-case method to investigate online MSW students’ experiences participating in an e-OSCE, their perspectives on the use of an e-OSCE in online social work education, and future practice considerations students identify upon completing the e-OSCE.

The objective structured clinical examination (OSCE) is becoming an increasingly established assessment test in dental schools. The use of simulated patients in the OSCE makes the stations more similar to clinical practice. Therefore, the student can show their technical and clinical knowledge, and certainly, their ability to manage the patient. These sorts of tests, in which simulated patients can be included, would be used before the student started clinical practice with patients and/or at the end of the degree. The objective of this work was to describe how the periodontology station was developed using a simulated patient for students of a fifth year dentistry degree taking an OSCE test. Furthermore, a questionnaire was created to learn the perception of the students about this station and its characteristics. The fifth year students at the European University of Madrid positively evaluated this station in their examination. In addition, it was recorded that they preferred a simulated patient in their tests, rather than stations with clinical cases, images, X-rays, and presentations. It is essential that once the OSCE has been completed, the student receives a feedback to learn where they have failed and, therefore, be able to improve any of the aspects evaluated in the station. Sin financiación 4.614 Q1 JCR 2021 0.828 Q2 SJR 2022 No data IDR 2021 UEM

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.

Background and objectives: The COVID-19 pandemic has forced universities to move the completion of university studies online. Spain's National Conference of Medical School Deans coordinates an objective, structured clinical competency assessment called the Objective Structured Clinical Examination (OSCE), which consists of 20 face-to-face test sections for students in their sixth year of study. As a result of the pandemic, a computer-based case simulation OSCE (CCS-OSCE) has been designed. The objective of this article is to describe the creation, administration, and development of the test. Materials and methods: This work is a descriptive study of the CCS-OSCE from its planning stages in April 2020 to its administration in June 2020. Results: The CCS-OSCE evaluated the competences of anamnesis, exploration, clinical judgment, ethical aspects, interprofessional relations, prevention, and health promotion. No technical or communication skills were evaluated. The CCS-OSCE consisted of ten test sections, each of which had a 12-minutes time limit and ranged from six to 21 questions (mean: 1.1 minutes/question). The CCS-OSCE used the virtual campus platform of each of the 16 participating medical schools, which had a total of 2,829 students in their sixth year of study. It was jointly held on two dates in June 2020. Conclusions: The CCS-OSCE made it possible to bring together the various medical schools and carry out interdisciplinary work. The CCS-OSCE conducted may be similar to Step 3 of the United States Medical Licensing Examination.

John Blamoun,1– 3 Ahmad Hakemi,4 Teresa Armstead3 1Central Michigan University, College of Medicine, Mount Pleasant, MI, 48859, USA; 2MidMichigan Health, Midland, MI, 48670, USA; 3Central Michigan University, College of Health Professions, Physician Assistant Program, Mount Pleasant, MI, 48859, USA; 4Central Michigan University, College of Health Professions, Internal Medicine, Mount Pleasant, MI, 48859, USACorrespondence: Ahmad HakemiCentral Michigan University, College of Health Professions, Internal Medicine, 1280 East Campus Drive, Mailstop #2086, Mount Pleasant, MI, 48859, USATel +1 989-774-1273Email ahmad.hakemi@cmich.eduAbstract: The most important core competencies for medical learners to master are reviewing history, performing physical examination, communication skills and clinical reasoning. The Objective Structured Clinical Examination (OSCE) provides a consistent, reliable, and valid assessment of these integrated skills and is considered to be the gold standard. OSCEs are advantageous because they provide opportunities in evaluating skills that written tests cannot do (stage 3 of Miller’s Pyramid of Learning). In this article, we have provided tips and helpful pointers to medical students and residents, based on available literature and authors’ expertise in managing formative, summative, and virtual OSCE experiences. In virtual OSCEs, in-person learning objectives need to be modified to the virtual milieu and new competencies such as “webside manner” need to be introduced. Harmonizing the process and content of the OSCEs create operational challenges, thus learning the various moving parts of the OSCEs such as psychometrics, tasks of the standardized patients and checklists will ease optimal performance.Keywords: OSCE, checklist, virtual OSCE, assessment, reliability, validity

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 education. However, both students and examiners felt that the demonstration and assessment of practical skills was limited due the new examination format. Nevertheless, Tele-OSCEs might offer an alternative to enable students to complete their dental training. 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 Bewertung von anamnestischen und beratenden Kompetenzen wurden von Studierenden und Prüfern als unproblematisch eingeschätzt.Diskussion: Diese Pilotstudie konnte zeigen, dass eine Tele-OSCE in der zahnmedizinischen Ausbildung als Alternative zu Präsenzprüfungen problemlos implementierbar ist und zu keinen Leistungsunterschieden in Vergleich zu Präsenzprüfungen führt. Allerdings empfanden sowohl Studierende als auch PrüferInnen die Demonstration und Bewertung praktischer Fertigkeiten durch das neue Prüfungsformat als eingeschränkt. Dennoch könnten Tele-OSCEs eine sinnvolle Alternative darstellen und Studierenden die Möglichkeit zu geben, ihre zahnmedizinische Ausbildung in Zeiten von Kontaktrestriktionen fortzusetzen.

From September to December 2022 Belgium is chairing the OSCE Forum for Security Cooperation. Whilst political gridlock has plagued the organisation before, the ongoing Russian war against Ukraine has now plunged the OSCE in an existential crisis. This bodes badly for the European security architecture and the multilateral rules-based order in general. This Egmont Policy brief reviews the risk of a full breakdown in the functioning of the OSCE, analyses the multiple reasons for keeping the organization alive, and discusses several avenues by means of which the Belgian chairpersonship can contribute to such an outcome. Irrespective of the way in which the Russian-Ukraine war eventually concludes, the OSCE provides a unique framework for managing the post-war aftermath and reconstituting a novel arms control regime over the longer term.

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.

A大学の4年生対象の看護技術演習に，看護実践能力の向上を目指して，シミュレーション学習と結びつけたOSCEを導入した．本稿の目的は，本演習科目について，科目の実践内容と評価を記述することである．本演習科目の学習目的は，看護職者として必要な知識・技術等の能力が身についているか客観的に評価するとともに，自らの課題解決に向けて取り組むことであった．シミュレーション学習を実施した結果，90%以上の学生が「十分できる」と回答した項目は19項目中16項目であった．また，評価表の自由記載欄の記述内容より，学生は自分の実力を見直し，卒業までに克服すべき課題を明確にしていた．OSCEを実施した結果，60点満点で平均45.4点（75.7%）であった．本演習科目は，学生の看護実践能力の向上を促進できたと考える．一方で，シミュレーション学習とOSCEを結びつけることによる学習効果を，より高められるような工夫が必要であることが示唆された．, 実践報告

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

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.

Objective: Assessment of skills is an important part of medical education. The objective was to find out how students perceive their learning after being assessed through OSCE. Methods: It was a mixed convergent parallel study. The study was carried out in the gynaecology department of a private medical college in Lahore. Five groups of final year students posted for rotation in gynae wards were included in this study. Each group comprised of 18 students. They were exposed to OSCE once daily. After completion of one month, students were given a feedback questionnaire (developed and validated by medical educationists) and a focus group discussion was carried out. Eight participants were selected from each group randomly and interviews were recorded. Interviews were transcribed verbatim. Results: Quantitative data calculated by SPSS 21 and results were calculated as frequencies. Qualitative analysis was based on word frequency count and thematic analysis was followed. Almost 65.2% of the student Shows agreement to the response that OSCE should be part of internal assessments. Whereas 15% shows disagreement and 9% remain neutral. The themes extracted after interviews were, better assessment tool, exam fear, knowledge, confidence and change learning style. thus, triangulating the data. The outcome measured was the result of the final professional of obstetrics and gynaecology year 2017-2018 batch. The success rate was 100% in gynae/obs and one student was able to get a distinction. Conclusion: Students perceived OSCE as a better assessment tool that increased their knowledge and confidence level. Thus, they were an opinion that OSCE should be part of examinations held in college. doi: https://doi.org/10.12669/pjms.37.4.4005 How to cite this:Yusuf L. Objective Structured Clinical Examination? How students perceive their learning after OSCE. Pak J Med Sci. 2021;37(4):1206-1210. doi: https://doi.org/10.12669/pjms.37.4.4005 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: Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). Methods: The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. Results: The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p

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.

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.

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

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.

With Europe’s security order becoming ever more fragile, the EU and the OSCE face verydifferent political and structural challenges. While the EU’s new Strategic Compass emphasizesits aspirations to become a genuine security actor, the OSCE faces erosion of the participatingStates’ consensus on values and weakened executive structures and institutions. Can the OSCEbe regenerated through enhanced cooperation with the EU, and if yes, how? In this article,we argue that the accelerated rise of the EU as a security actor should not be achieved at theexpense of the OSCE. Rather, cooperation between both organizations should focus on (1)strengthening the OSCE as an autonomous security organization, (2) using the OSCE as agenuine forum for dialogue and mutual assurance, and (3) capitalizing on the main strengths ofboth organizations while avoiding duplication.

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

The Organisation for Security and Co-operation in Europe (OSCE) has been givenlittle attention in International Relations scholarship. Against this background, 2001 was a bumper year for (English) books on the institution withfour major contributions emerging. Yet, if one turns from quantity to quality, one returns to normality. All but one of the books is descriptive, which is indicative of the state of the art. OSCE studies mostly eschew any explicit reference to analytical frameworks or theories. Such a descriptive orientation limits what can be said about the institution. This essay brings three theoretical frameworks into focus in order to illustrate the argument that research on the OSCE would benefit from a theoretical turn. It is shown how these three approaches - constructivist security studies, the Copenhagen school and Foucauldian power analysis - extend OSCE studies in previously unexplored directions, thereby opening new windows on the institution to reveal aspects of what it is and what it does that have not been brought to light before. While these three approaches do not exhaust the possibilities for theoretically informed research on the OSCE, they do point out the need for going beyond the state of the art of OSCE studies. V mednarodnih odnosih kot znanstveni disciplini je bila Organizacija za varnost in sodelovanje v Evropi (OVSE) deležna le malo pozornosti. Zato je bilo leto 2001 izjemno za (angleško) literaturo o njej, saj so izšle kar štiri študije. Vendar ko se od količine ozremo h kvaliteti, lahko zopet opazimo normalno stanje. Razen ene od študij so vse druge opisne, kar je sicer značilno za to področje proučevanja. Študije o OVSE se večinoma izogibajo vsakršnega neposrednega nanašanja na analitične okvire in teorije. Taka opisna naravnanost nujno omejuje tisto, kar je o OVSE mogoče povedati. Zato se članek osredotoča na tri teoretične okvire, da bi ponazoril trditev, koliko bi proučevanje OVSE pridobilo s teoretično osmislitvijo. Kaže, kako trije takšni pristopi - konstruktivistične varnostne študije, kopenhagenska šola in foucaujevska analiza moči - bogatijo proučevanje OVSE v še neraziskani smeri. Tako odkriva tudi nove, še nerazumljene vidike tega, kaj ta institucija je in kaj počne. Čeprav ti trije pristopi ne izčrpajo možnosti za teoretično osmišljeno proučevanje OVSE, pa poudarjajo potrebo po preseganju sedanje opisne metode pri njenem proučevanju.

In an interview about two and a half years ago, French President Emmanuel Macron arrogantly claimed that NATO was brain dead and Europe was on the edge of the precipice, and he assertively questioned NATO's very future. Macron's prediction turned up false. NATO is not brain-dead. Today even most wealthy Nordic EU member countries are willing to join NATO. For example, according to a Deutsche Welle (DW) report, Sweden and Finland have stayed out of NATO due to their military nonalignment policy supported in the past by majorities of both Finns and Swedes now seem to change their policy due to war in Ukraine and are desirious of joining NATO. It seems possible that the EU will become much more in need of the NATO security umbrella in the coming period. On the other hand, these days, when a serious war situation is taking place right next to Turkey, it is believed that it would be beneficial to go back to the past and to remember the principle of "indivisibility of security" developed by the Conference/Organization for Security and Cooperation in Europe (CSCE/OSCE) and to explain the essence of this principle to the younger generations. In the 1975 Helsinki Final Act of the CSCE, the participating States recognized the indivisibility of security in Europe. At the OSCE Istanbul summit in November 1999, the leaders of fifty-four states participating in the OSCE signed the Charter for European Security called the "İstanbul Document." Paragraph eight of the Charter for European Security involves one of the crucial principles for the security and stability of Europe in the twenty-first century. The reason for the war situation that Europe is facing in Ukraine today is that the Russian Federation and some countries in the Western bloc consider this paragraph in terms of their priorities. In order to find a solution to the war situation we face today in Ukraine, the constructive negotiation spirit of the period when the 1999 Istanbul Document was prepared must be returned. In our judgment, Turkey, in current circumstances, is one of the most appropriate OSCE countries that can best prepare the suitable ground for a revival of such constructive spirit in the new negotiations.

Objective Structured Clinical Examinations (OSCEs) are routinely used in healthcare education programs. Traditionally, students undertake OSCEs as face-to-face interactions to assess competency in soft skills. Due to physical distancing restrictions during COVID-19, alternative methods were required. This study utilized a mixed-method design (online survey and interviews) to evaluate second-year pharmacy students’ and examiners’ experiences of their first virtual OSCEs in Australia. A total of 196 students completed their first virtual OSCE in June 2020 of which 190 students completed the online survey. However, out of the 190 students, only 88% (n = 167) consented to the use of the data from their online survey. A further 10 students and 12 examiners were interviewed. Fifty-five students (33%) who participated in the online survey strongly agreed or agreed that they preferred the virtual experience to face-to-face OSCEs while 44% (n = 73) neither agreed nor disagreed. Only 20% (n = 33) felt more anxious with the virtual OSCEs. Additionally, thematic analysis found non-verbal communication as a barrier during the OSCE. Positive aspects about virtual OSCEs included flexibility, decreased levels of anxiety and relevance with emerging telehealth practice. The need for remote online delivery of assessments saw innovative ways of undertaking OSCEs and an opportunity to mimic telehealth. While students and examiners embraced the virtual OSCE process, face-to-face OSCEs were still considered important and irreplaceable. Future opportunities for OSCEs to be delivered both face-to-face and virtually should be considered.

ObjectivesObjective structured clinical examinations (OSCEs) are common for formative assessment. We developed an Online Smart Communicative Education System and aimed to explore the factors that affect the perceptions of both teachers and students for teaching and learning.Methods and AnalysisA two-year cross-sectional cohort study was undertaken. The program includes three parts. Part I Pre-OSCE: an online flipped class in preparation for task-related knowledge and skills. Part II OSCE-day: 10 tasks in one track formative OSCE. Part III Post-OSCE: extended online feedback for participants with further questions after the exam and raters with more feedback after reviewing their performance online. Principal component analysis with varimax rotation was performed to analyze the perceptions of students and teachers to the Online System by means of questionnaires.ResultsSeventy-six pharmacy students (male 32.9%) took the exam and 24 raters (male, 25%) participated in the scoring during the OSCEs. The mean G coefficient was 0.88. Seventy-six questionnaires from the students were obtained for the analysis. Results explained the cumulative variance of 73.9% for component (1) “Effects of extended online feedback”: 40% and (2) “Facilitation of learning”: 33.9%. Thirty-nine questionnaires from the raters who experienced the Online System were obtained for the analysis (male 23.1%). Results explained a cumulative variance of 77.3% for component (1) “Effects of extended online feedback”: 36.6%, (2) “Facilitation of scoring and feedback”: 24.5%, and (3) “Feasibility of online platform”: 16.2%, respectively.ConclusionWe demonstrated good reliability for digitizing the scoring system with educational support to facilitate teaching. “Effects of extended online feedback” was the major aspect in explaining the variance from the perceptions of students and raters by factor analysis. In comparison with traditional formative OSCEs, extended online feedback is a novel approach, which extends the process of learning and teaching among the learners and raters and overcomes the barriers of time limitation and distance.

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.

Background The year 2013 marks a watershed in the history of medical education in Taiwan. Following Taiwan’s Taskforce of Medical School Curriculum Reform recommendations, the medical school curriculum was reduced from 7 to 6 years. This study aimed to analyze the impact of medical school curriculum reform on medical students’ performance in objective structured clinical examinations (OSCEs). Methods We retrospectively analyzed the OSCE records at Taipei Veterans General Hospital (Taipei VGH), one of Taiwan’s largest tertiary medical centers, between November 2016 and July 2020. The eligibility criteria were medical students receiving a full one-year clinical sub-internship training at Taipei VGH and in their last year of medical school. All medical students received a mock OSCE-1 at the beginning of their sub-internship, a mock OSCE-2 after six months of training, and a national OSCE at the end of their sub-internship. The parameters for performance in OSCEs included “percentage of scores above the qualification standard” and “percentage of qualified stations.” Results Between November 2016 and July 2020, 361 undergraduates underwent clinical sub-internship training at Taipei VGH. Among them, 218 were taught under the 7-year curriculum, and 143 were instructed under the 6-year curriculum. Based on baseline-adjusted ANCOVA results, medical students under the 7-year curriculum had a higher percentage of scores above the qualification standard than those under the 6-year curriculum at the mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 33.8% [95% CI 32.0–35.7] vs. 28.2% [95% CI 25.9–30.4], p p = 0.001). Moreover, medical students in the 7-year curriculum had a higher percentage of qualified stations in mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p = 0.001) and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 91.9% [95% CI 90.1–93.8] vs. 86.1% [95% CI 83.8–88.3], p = 0.001). After clinical sub-internship training, there were no differences in the percentage of scores above the qualification standard (7-year curriculum vs. 6-year curriculum: 33.5% [95% CI 32.2–34.9] vs. 34.6 [95% CI 32.9–36.3], p = 0.328) and percentage of qualified stations (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 88.1–90.7] vs. 90.2% [95% CI 88.6–91.8], p = 0.492). Conclusions At the beginning of the sub-internship, medical students under the 7-year curriculum had better OSCE performance than those under the 6-year curriculum. After the clinical sub-internship training in Taipei VGH, there was no difference in the national OSCE score between the 6- and 7-year curricula. Our study suggests that clinical sub-internship is crucial for the development of clinical skills and performance in the national OSCE.

近年，周産期医療の高度化・複雑化とともに産婦や家族のケアニーズは多様化し，助産師にはより専門性の高い実践能力が求められる．助産師教育においては，臨床推論能力や助産実践能力の強化が課題であり，客観的臨床能力試験（以下OSCE）が導入されるようになった．そこで，本学の助産師教育において次年度より分娩期の演習でOSCE の導入を検討している．本研究ではOSCE 実施後の助産学生（以下学生）のとらえる課題について文献検討により明らかにし，学生にとって効果的なOSCE の導入に向けての課題について示唆を得ることを目的とした．文献検索は，「客観的臨床能力試験（OSCE）」「助産」「評価」をキーワードとし，医学中央雑誌Web 版（Ver.5）とCiNii を用いて行った．その結果，本研究対象文献は6 件であった．OSCE 実施後の学生の課題について分析した結果，【課題が詳細でないとイメージが困難】【OSCE に対する疑問】【課題遂行と時間のせめぎ合い】【実力が思うように発揮できない】【振り返りの必要性】の5 カテゴリー，13 サブカテゴリー，51 コードであった． OSCE を実施する際は，助産師教育課程を考慮し，学生のこれまでの経験と知識や技術をどの段階まで修得しているか，学生の学習準備性を把握する．OSCE 実施時期が講義の単元の中であるか，臨地実習開始前後か課程修了前かにより，技術レベルが基礎的な段階あるいは探究する段階であるかを考慮した場面を設定することが必要である．そして，事前にOSCE とは何か，OSCE を用いる目的，評価内容や方法，課題の詳細な提示を行い，時間制限や場面を設定し，学生が役割を十分に果たせるように，行動や態度に関する注意事項も含めた詳細な説明が求められる．OSCE 実施後は学生の経験的拡がりとなるように，学習意欲の向上につながる振り返りをすることが重要であり，そして学生に不利益とならないよう配慮をすることである．

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.