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Objective Structured Clinical Examinations (OSCEs) are a gold-standard method of assessing clinical competence, yet few studies have evaluated their use in speech-language pathology. This study aimed to evaluate the perceptions of postgraduate speechlanguage pathology students towards a final-year OSCE. Students' perceptions were captured via an online survey. Quantitative data were analysed descriptively. Qualitative responses were analysed using content analysis. Pass rates across stations are also reported. Over 80% of students passed each OSCE station. Survey respondents (n = 13) agreed that the OSCEs were valuable and well run, despite causing nervousness. Ambiguity was observed for items related to OSCE validity and authenticity, student confidence, preparedness, and overall experience. OSCEs can be feasible way to assess clinical competencies in speech-language pathology. When adopting this method of assessment, it is crucial to consider the students' experiences of, and preparedness for, the OSCE process and their perceptions of task validity and authenticity. [ABSTRACT FROM AUTHOR]

Background and purpose : Pharmacy capstone exams are an example of an assessment strategy to evaluate student competency and practice-readiness. Capstone exam processes have been discussed in the literature; however, description of format, evolution of the process, and implementation in the year prior to rotations is lacking. This manuscript discusses the development, implementation, and utilization of a third professional year pharmacy capstone exam to assess advanced pharmacy practice experience (APPE) readiness. Educational activity and setting : A pharmacy year three (PY3) capstone exam was initially developed prior to enrollment of the inaugural graduating class. Since the first iteration, utility has remained the same, but the overall development and implementation process has evolved due to changes in programmatic and student learning outcomes, curricular mapping, student and faculty feedback, and practice expectations. Findings : The entities responsible for exam implementation perceive faculty and students have a positive perception of the exam evolution and improvements implemented. Specifically, feedback from students and faculty mentioned clear expectations, comfort with the new capstone exam process, and an appreciation for the focus on interrater reliability. As assessment is an iterative process, quality improvement strategies continue to be implemented to address feedback regarding the PY3 capstone exam. Summary : Purposeful utilization of capstone exams in the third year is one method to assess APPE readiness. Sharing one college's experience with the evolution of such an exam, quality improvement methods, and experience in implementing reliability and validity measures may provide a model for institutions to implement similar assessment methods efficiently. [ABSTRACT FROM AUTHOR]

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The simulated pre-clinical operation skill test (PCOST) is part of the objective structured clinical examination (OSCE) and designed for clinical practice using manikins, physical typodonts, and instruments in the laboratory. This study tried to evaluate the influencing factors of the PCOST results for dental students. The 32 5th-year dental students of the dental school of National Taiwan University (NTU) joined the PCOST. The contents of PCOST included two specialties: operative dentistry (OD) and prosthodontics (PS). The examination content of OD was tooth 36 mesio-occluso-distal (MOD) cavity preparation, and that of PS was crown preparation and temporary crown fabrication of tooth 11. Several factors including the gender, age, and dental student admission ways (with or without the skill tests) were evaluated. Each scoring item was calculated. The students also filled the feedback questionnaire about the examination questions and suggestions for the PCOST. For both OD and PS, there were no significant differences in the mean PCOST scores between male and female dental students, between two groups of dental students with or without the skill tests in the admission process, and among three different age groups of dental students. According to the feedback questionnaire from the participated dental students, they were satisfied with the PCOST. The PCOST is a good simulated examination in clinical practice. However, we still need to collect more PCOST data and feedback to revise the guideline of the PCOST, and to promote the performance of clinical works of dental students. [ABSTRACT FROM AUTHOR]

The objective structured clinical examination (OSCE) is a test designed to test technical, clinical, and practical competency in medicine teaching. This study tried to evaluate the influencing factors of the computer-based tests (CBT) results for dental students. The 32 5th-year dental students of the dental school of National Taiwan University (NTU) joined preclinical CBT. The contents of CBT included clinical knowledge and practical skills of nine dental specialties. Twenty single-choice questions were played with the PowerPoint 2016 on a desktop, and the playing time for each question was 30 s. Several factors including the gender, age, and dental student admission ways (with or without the skill tests) were evaluated. Also, the comparison between the clerk's grade and CBT scores of nine dental specialties was performed. The students also filled the feedback questionnaire about the examination questions and suggestions for the CBT. There were no significant differences in the mean CBT scores between male and female dental students, between two groups of dental students with or without the skill tests in the admission process, and among three different age groups of dental students. The clerk's scores were not directly related to the CBT scores. The CBT has been well-intentioned in dental education since 2022 in Taiwan. The CBT results revealed that the conjunction of knowledge from the textbook and clinical observation should be enhanced. The guideline should be established to integrate CBT into preclinical education and promote the performance of clinical work of dental students. [ABSTRACT FROM AUTHOR]

The Accreditation Council for Pharmacy Education (ACPE) 2025 Standards charge pharmacy programs to assess student readiness for Advanced Pharmacy Practice Experiences (APPEs), but the method of assessment is not defined. This report describes the process of developing, implementing, and refining an APPE readiness assessment (ARA) that can be adapted to individual institutional needs and learning outcomes. The ARA at The University of Texas at El Paso School of Pharmacy, a Hispanic-serving institution, is comprised of two practice areas: drug information and the Pharmacist Patient Care Process, each with multiple objective structured clinical examinations (OSCEs) to mimic how students will apply these skills in required APPE rotations. The ARA has been adapted for administration both virtually and in-person. Students are required to attain a 70 % average across all five OSCEs, with an opportunity to retest on any failed areas prior to progression into the APPE year. Since initial implementation in 2021, faculty experience and student performance informed changes to the assessment, rubrics, and integration of skills throughout the curriculum. The average overall ARA score was an 89.13 % in 2021 and ranged from 79.74 to 82.3 % in 2022–2024. Typically, less than 10 % of the class required re-testing, however, in 2023 16 % of the class had an ARA average less than 70 % requiring re-testing. Written skills are consistently the lowest performing area for students, potentially due to language discordance between students' preferred language and the language of the assessment. [ABSTRACT FROM AUTHOR]

Background: Research has shown the value of integrating point-of-care ultrasonography (POCUS) into daily practice and has highlighted the lack of competency in transthoracic echocardiographic (TTE) skill among anaesthesiology registrars. The aim of this study was to determine the level of TTE skill of anaesthesiology registrars at the University of the Witwatersrand (Wits) using an objective structured clinical examination (OSCE). Methods: This research study employed a cross-sectional research design. Convenience sampling was used and 27 registrars were enrolled in this study. The OSCE consisted of two practical stations (Stations 1 and 2) and two clinical pathology stations (Stations 3 and 4). Adequate TTE skill was defined as competency in both the practical and clinical stations and an overall pass score of 70% was used. Results: The overall mean (SD) score obtained for the OSCE was 45.2% (23%). In comparing the TTE skill of registrars who have completed a cardiac rotation and have completed an accredited course with those who have not, no significant differences were found in the pass scores. Registrars who had completed an accredited TTE course performed significantly better in Stations 3 and 4 (p = 0.014). Of the registrars, 37% obtained a pass score for practical stations and 14.8% for the clinical stations with only 11.1% achieving an overall pass score indicating TTE competency. No significant difference in pass scores was found with the different categories of registrars. There was a strong positive significant correlation between completing more TTEs and the scores obtained (r = 0.540, p = 0.004). Completing more TTEs was associated with a higher score. Conclusion: Findings from this study suggest that the current skill level of registrars performing TTEs at our department is not sufficient to achieve clinical competency and that the training may not be initiated early enough in the registrar programme. [ABSTRACT FROM AUTHOR]

Background: Nurse practitioner (NP) faculty assess student acquisition of knowledge through examinations, simulation, and clinical performance. Problem: Developing appropriately leveled curriculum, assessments, and clinical expectations that accurately capture student maturation presents a challenge. Approach: The Reporter, Interpreter, Manager, Educator (RIME) provided the framework for doctor of nursing practice NP curriculum redesign to enhance student performance and content mastery. Faculty used a gap analysis approach, iteratively leveling specialty content, course competencies, examination questions, simulation cases, and clinical expectations using the building blocks of RIME. Outcomes: Objective scores on student evaluations for clinical courses exceeded the threshold established, including 83% of simulation encounters. Faculty implemented targeted methods to remediate areas of underperformance. Conclusions: Structuring the course competencies and preceptor feedback around RIME made it easier to pinpoint specific deficiencies and target remediation. It also helped guide discussions about the minimum acceptable standard for student performance. [ABSTRACT FROM AUTHOR]

OBJECTIVE: ThemostrecentBrightFuturesedition describes both the HEADSS (Home, Education, Drugs, Sexuality, Safety) and the strength-based SSHADESS (Strengths, School, Home, Activities, Drugs, Emotions, Sexuality, Safety) frameworks for conducting an adolescent psychosocial history. We found limited research comparing the effectiveness of these 2 frameworks. Our study objective was to examine whether teaching medical students SSHA-DESS versus HEADSS is associated with increased communication skills and/or completion of the psychosocial assessment. METHODS: In this retrospective cohort study of pediatric clerkship students at New York University Grossman School of Medicine, we collected data from observer (faculty, fellow, and resident) and standardized patient (SP) assessments during Objective Structured Clinical Examinations. Primary outcomes were observer and SP-rated usage of communication skills. Secondary outcomes were observer-rated assessment of 6 psychosocial factors. Our predictor variable was whether students were taught HEADSS (11/2015-10/2016) or SSHA-DESS (11/2016-10/2017). We used Fisher's exact tests and then logistic regressions to adjust for pediatrics clerkship timing and baseline communication skills. RESULTS: About 200 students were assessed (n = 97 HEADSS cohort, n = 103 SSHADESS cohort). In adjusted analyses of observer scores, the SSHADESS cohort was more likely to use all communication skills (adjusted odds ratio [aOR] 3.2, 95% confidence interval [CI] 1.7-6.3]) and assess all psychosocial factors (aOR 1.9, 95% CI 1.01-3.4). There was no significant difference in SP communication scores. DISCUSSION: Teaching SSHADESS was associated with higher observer-rated communication skills scores and improved completeness in assessment of psychosocial factors. Future work should examine the efficacy of SSHADESS through workplace-based assessments and 360 degree assessments from adolescent patients. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Background and Purpose.: The objective structured clinical examination (OSCE) is widely used as an assessment of competency in health sciences education. The aim of our systematic review was to appraise the scientific rigor of the OSCE as a competency-based assessment in health sciences education, including physical therapy. Methods.: Our search was performed in 6 databases—Ovid MEDLINE(R), CINAHL, EMBASE, APA PsycINFO, ERIC, and Web of Science—to identify original data evaluating the OSCE in programs of education in physical therapy and related health sciences disciplines. Data were extracted as per the Utility Model to evaluate the validity, educational impact, reliability, acceptability, and costs of the OSCE in these programs. Results.: The search identified 106 records, with 13 studies meeting our eligibility criteria. The OSCE is distinct from traditional clinical assessments, with low-to-fair concurrent validity between the 2 assessment types. The OSCE was used for instructional design, namely, curriculum development and alignment, and for educational practice, namely, making decisions on students' readiness for practice. Limitations of the OSCE include poor-to-low validity to predict practice readiness and low-to-acceptable reliability, with student-specific, domain-specific, and examiner-specific effects on outcomes identified. Strategies were provided which could improve the scientific rigor of the OSCE. Discussion and Conclusion.: Based on current evidence, the scientific rigor of the OSCE may be insufficient to support its use to make academic decisions on students' standing in health sciences programs, including physical therapy, and readiness for clinical practice, with confidence. However, the OSCE can play an important role in instructional design and in guiding student learning. Protocol registration: PROSPERO, ID 162338. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Objective Structured Clinical Examination (OSCE) is the standard to assess and train clinical skills in healthcare students. However, conducting an OSCE demands expensive resources such as time, qualified personnel, and adequate facilities. The aim to provide more cost-effective examinations has promoted the emergence of electronic versions of OSCEs (eOSCEs). However, existing eOSCEs available in the market do not adequately adapt to diverse local contexts. For a Spanish-speaking country such as Chile, implementing foreign eOSCEs requires to adjust the examination to unfamiliar terminology, archetypes, and procedures, thus hindering the quality of the assessment. This article reports on the design of Ch-eOSCE, an eOSCE tailored for the Chilean local context and culture. Ch-eOSCE is comprised of a mobile application and a back-end system. A prototype of the application was developed and tested with three healthcare experts to gather their perception of usability and coherence, yielding an overall evaluation of 4.5 in a scale range of 5. The preliminary results reveal that Ch-eOSCE has the potential to become a viable solution for a context-specific eOSCE for the Chilean healthcare context. [ABSTRACT FROM AUTHOR]

The Independent and Supplementary Prescribing programme has been offered by the University of Leeds since 2002. Upon completion of the programme pharmacists, nurses, midwives, physiotherapists, and paramedics register as prescribers with their professional regulator. Trainees attend teaching sessions over a 3‐month period followed by a period of supervision in practice. All trainees undertook an objective structured clinical examination (OSCE) at the end of the 3‐month period. Usually, the OSCE takes place on the university campus over one day. With the onset of the COVID‐19 pandemic, the OSCE had to be restructured so that it could take place virtually, while maintaining the validity and reliability of the assessment. Microsoft Teams® was identified as the most appropriate platform for conducting the Virtual‐OSCE (V‐OSCE). Overall, the V‐OSCEs we ran were a success; trainees, assessors and simulated patients reported that the assessment was seamless. However, further improvements could be made to improve the efficiency of the process if this approach were to become commonplace within the programme. [ABSTRACT FROM AUTHOR]

The objective was to examine the association between course grades and objective structured clinical examination (OSCE) performances in a pharmacy student cohort. A retrospective analysis of demographics, final grades in the Therapeutics I through IV and Communications courses, and multiple OSCE scores (therapeutic knowledge and general communication skills [GCS]) was performed for two cohorts. Female students scored higher than male students on the warfarin OSCE therapeutic knowledge (P =.008) and GCS scores (P =.02). Age was inversely correlated with warfarin OSCE therapeutic knowledge score (P =.001). The warfarin OSCE therapeutic knowledge score was positively related to Therapeutics II final grades (P <.001). The Communications course final grade was positively correlated to the warfarin OSCE faculty-rated GCS score (P =.005). Therapeutics final grades were not significantly related to station scores of a multi-station OSCE (P >.05). The final regression model included gender and Therapeutics II final grade and explained 6% of the variance in warfarin OSCE therapeutic knowledge scores. A number of significant associations were found between demographics, final course grades, and specific OSCE scores. A regression model was significant, but only explained a low percentage of the warfarin OSCE therapeutic knowledge score variance, suggesting other factors not evaluated had a greater effect on scores. This research suggests that OSCEs play an important role in demonstrating student competency in educational domains other than knowledge and brings forth new data suggesting that age and/or gender may influence OSCE performance. [ABSTRACT FROM AUTHOR]

Curricula designed to teach and assess the communication skills of pediatric residents variably integrates the parent perspective. We compared pediatric residents' communication skills in an objective structured clinical exam (OSCE) case as assessed by Family Faculty (FF), parents of pediatric patients, versus standardized patients (SP). Residents participated in an OSCE case with a SP acting as a patient's parent. We compared resident performance as assessed by FF and SP with a behaviorally-anchored checklist. Items were rated as not done, partly done or well done, with well-done indicating mastery. The residents evaluated the experience. 42 residents consented to study participation. FF assessed a lower percentage of residents as demonstrating skill mastery as compared to SP in 19 of the 23 behaviors. There was a significant difference between FF and SP for Total Mastery Score and Mastery of the Competency Scores in three domains (Respect and Value, Information Sharing and Participation in Care and Decision Making). The majority of residents evaluated the experience favorably. Involving parents of pediatric patients in the instructive and assessment components of a communication curriculum for pediatric residents adds a unique perspective and integrates the true stakeholders in parent—physician communication. [ABSTRACT FROM AUTHOR]

Since knowledge of medical communication education and objective structured clinical examination (OSCE) is increasing, a greater number of simulated patients/standardized patients (SPs) will undoubtedly be needed throughout Japan. At Tokyo Medical University in Japan, non-medical professional school staff members have acted as SPs in post-clinical clerkship OSCEs. However, except for academic or medical staff, no other staff members were reported to have acted as SPs. Therefore, the significance of the large numbers of solely medical school staff acting as SPs needs to be investigated. The purpose of this study was to determine how acting as SPs affects medical school staff's understanding of student education and whether it is useful for university staff to know what kind of education is being provided at their own school. A mixed-method study was utilized to investigate what kind of attitudinal changes occurred among medical school staff after their SP experiences. Accordingly, the researchers conducted a questionnaire survey with staff members after they acted as SPs. The questionnaire was developed through semi-structured interviews. The majority of the participants' responses were positive. They claimed that they had gained knowledge on the testing of students and now understood the importance of doctors' communication skills. Furthermore, many stated that all staff members at medical schools should experience acting as SPs. Medical school staff understands students' education processes better after acting as SPs. Japan's SPs are aging and becoming fewer; however, these SP numbers could be supplemented by medical school staff members. [ABSTRACT FROM AUTHOR]

Intern assessment during advanced pharmacy practice experiences (APPEs) are generally based upon each individual preceptor's perceptions without an objective measurement of intern understanding and performance. Therefore, we sought to determine whether a pre- and post-OSCE could be used to confirm that interns achieved the goals and objectives of the Ambulatory Care rotation. The aims of this study were to determine whether a pre-rotation OSCE can help pharmacy interns self-assess their clinical strengths and weaknesses and assess whether their knowledge and skills improved after completing a post-rotation OSCE. Pharmacy interns undergoing APPE Ambulatory Care rotations from September 2018 to March 2020 participated in a pre- and post-rotation OSCE to assess their knowledge of various chronic disease states. Interns completed pre- and post-OSCE surveys to assess their perceptions about their knowledge and the OSCE experience. Pharmacy intern knowledge about diabetes, hypertension, dyslipidemia, and atrial fibrillation significantly improved post-OSCE compared to their pre-OSCE scores (p < 0.001). The mean post-OSCE scores for diabetes (p < 0.001), dyslipidemia (P = 0.046), anticoagulation (P = 0.006), and the overall mean post-OSCE scores (P = 0.005) were significantly higher compared to interns' pre-OSCE scores. Students believed that the post-OSCE significantly highlighted their strengths and weaknesses in skills and knowledge compared to the pre-OSCE (P = 0.008). Pre- and post-APPE OSCE assessments are important tools that can provide interns and preceptors with objective evaluations of student performance. OSCEs can either be used as an alternative to perception-based assessments or integrated into existing preceptor evaluations. Furthermore, OSCEs can help preceptors identify areas that require more emphasis in their rotations. [ABSTRACT FROM AUTHOR]

This paper reflects on the experience of one Scottish University in conducting a face-to-face Objective Structured Examination (OSCE) for large cohorts of student nurses. It outlines the challenges experienced and learning gained. Borton's model of reflection frames this work due to its simplicity, ease of application and cyclical nature. The theoretical framework for the OSCE is critical thinking, enabling students to apply those skills authentically. OSCE's are designed to transfer classroom knowledge to clinical practice and offer an authentic work-based assessment. Validity and robustness are key considerations in any assessment and in OSCE, the number of stations that students encounter is important and debated. We used a case-study based OSCE approach initially over four stations and following reflection, changed to one long station with four phases. In OSCE examinations, interrater reliability is a necessity, and students expect equity of approach. We identified that despite clear marking criteria, marks were polarised, with students achieving high or low marks with little middle ground. Review of examination papers highlighted that although students' overall performance was good, some had failed in at least one station, suggesting a four-station approach may skew results. On reflection we hypothesised that using a one station case study-based, phased approach enabled the examiner to build up a more holistic picture of student knowledge and skills. It also provided the student opportunity to develop a rapport with the examiner and standardised patient, thereby putting them more at ease. We argue that this approach is holistic, authentic and student centred. Our experience highlights that a single station, four phase OSCE is preferrable, enabling students to integrate all aspects of the assessment and provides a holistic view of clinical skills and knowledge. [ABSTRACT FROM AUTHOR]

An objective structured clinical examination (OSCE) is a performance-based examination in which students rotate through a series of stations where they are expected to perform specified tasks to demonstrate competency. This paper reports on student satisfaction with the OSCE administered at the end of a Doctor of Optometry professional program. Students were very positive about the interactions with standardized patients and the organization of the examination. They felt the examination used realistic scenarios. They had a mixed response to the use of simulators for skills assessment and the length of time available in each station to perform those tasks. Overall, the optometry students were very positive about the opportunity to participate in the OSCE prior to sitting for the entry-to-practice Optometry Examining Board of Canada examinations, which also use OSCEs. [ABSTRACT FROM AUTHOR]

Test anxiety is well studied in higher education, but studies primarily concern traditional assessments, such as written examinations. As use of objective structured clinical examination (OSCE) in pharmacy education increases, a closer examination of non-cognitive factors such as test anxiety is warranted. The purpose of this review was to determine the association between OSCE-associated test anxiety with OSCE performance in health professional students. A literature search was conducted to identify peer-reviewed literature concerning test anxiety in health professional students associated with OSCE. Investigators searched for a combination of OSCE-related terms with anxiety-related terms using PubMed. Articles were included if they assessed OSCE-related anxiety by quantitative or qualitative methods. Data extracted from eligible articles included demographic data, type of the anxiety survey, associations between OSCE-related anxiety and performance, and other student-factors associated with OSCE-related anxiety. The literature search yielded 339 articles. Nine articles met eligibility criteria and were included in the review. Results included students from medical, pharmacy, dental, and nursing professional programs. Anxiety was assessed via multiple scales. Six out of the eight studies assessing the relationship OSCE-related anxiety and OSCE performance found no association between the two measures. Contrary to literature concerning test anxiety in higher education, female gender was not associated with OSCE-related anxiety. OSCE-related anxiety appears to have minimal to no influence on student performance. Future studies should utilize standardized anxiety assessments and should seek to understand anxiety's effects on student wellbeing and burnout. • As use of OSCE expands, educators must consider the consequences of OSCE-related performance and test anxiety. • Although health profession students experience anxiety during OSCE, this appears to have little to no impact on performance. • However, test anxiety is higher with OSCE compared to other assessments and should be considered in the context of student wellness. [ABSTRACT FROM AUTHOR]

Objective structured clinical examinations (OSCEs) allow for holistic evaluation of clinical competence, but integration of reflective practices on OSCE performance has not been well-studied. To develop metacognitive skills, second-year pharmacy students completed a self-reflection assignment on a mock medication therapy management OSCE in an introductory pharmacy practice experience course. Students who completed the course during the prior year (no self-reflection assignment) served as the control. The study assessed the correlation of students' reflections of their OCSE abilities to OSCE performance and evaluated if student demographics influenced the correlation. There were 107 students in the control group and 95 students in the intervention group. A higher proportion of students passed the overall OSCE in the control group (67.4%) compared to the intervention group (58.9%), but this was not statistically significant. Neither gender, age, nor Pharmacy College Admissions Test score had an effect on OSCE pass rates. Grade point average did have a significant effect on OSCE pass rates (P =.019). Overall, no statistically significant association was seen in summative OSCE performance between students who used structured, guided questions to reflect on their formative OSCE performance and those who did not (P >.05). Despite this study's results, faculty continue to embrace the concept of reflective practice. Further research is needed to assess the value and role of reflective practice in pharmacy education. • Reflections can serve as an integral metacognitive practice to improve performance • Pharmacy students participated in reflection activities with the goal to improve performance an objective simulated clinical examination (OSCE) • The study demonstrated the importance of addressing numerous factors that can impact performance [ABSTRACT FROM AUTHOR]

New prescription counseling (NPC) provides vital information to patients regarding newly prescribed medications to improve treatment outcomes. This evaluation's goals were to describe the implementation of teaching and assessment methods incorporated into an NPC module across two courses at Auburn University and evaluate student performance on assessments of NPC skills over five years. Assessments included self and peer evaluations of a recorded mock NPC session, NPC objective structured clinical examination (OSCE), and overall course grade. Scores were analyzed over a five-year period (2012 to 2016) to evaluate mean student performance in each of four domains (gathering information, communication, management strategies, and monitoring and follow-up) and overall for each assessment. Pearson's correlation coefficients between these scores were calculated by combining all five years of data. Seven-hundred thirty-three students were included in the analysis. No trends in mean domain and total assessment scores were noted across years. Self and peer evaluation domain and total scores were significantly, though moderately, correlated across assessments (r = 0.43–0.51), except in the communication domain (r = 0.12). Overall, NPC OSCE total scores were not correlated with NPC recording self or peer evaluation total scores (r = 0.06 and r = 0.11, respectively). Assessment total scores were all moderately correlated with overall course grades. Utilization of a scaffolding approach with class discussion, demonstration, role-play, self and peer evaluation, and OSCEs, is an effective means of building student competence in patient counseling for the NPC context. • Utilization of a scaffolding approach is an effective means of building student competence in patient counseling; • Self- and peer-evaluations of a mock counseling session are an effective assessment strategy requiring minimal faculty time; • Self and peer evaluations were correlated with one another, but were not correlated with performance on the OSCE [ABSTRACT FROM AUTHOR]

The objective of this study was to determine whether an asynchronous smartphone-based application with image-based questions would improve anesthesiology resident transesophageal echocardiography (TEE) knowledge compared with standard intraoperative teaching alone. Prospective, single-blinded, pilot, randomized controlled trial. Large university teaching hospital. Participants were anesthesiology residents on their cardiac anesthesiology rotation. EchoEducator, a TEE image–based smartphone application of learning content through questions, was developed. Content was derived from the Examination of Special Competence in Basic Perioperative Transesophageal Echocardiography and the Objective Structured Clinical Examination portion of the APPLIED Examination and focused on identification of basic TEE views, cardiac structures, and pathology. Residents were randomly assigned to receive access to either the application or to standard intraoperative teaching. Thirty residents met inclusion criteria, and 18 residents completed the study. A pre-intervention assessment was given at the beginning of the rotation, and a post-intervention assessment was given after 2 weeks. The primary outcome was the difference between the post-test score and the pre-test score. Standard bivariate statistics and the chi-square test were used for categorical variables, and the Student t test was used for continuous variables. Tests were 2-sided, and statistical significance was set at p < 0.05. The intervention group demonstrated a greater increase in score; (+19.19% [95% confidence interval 4.14%-34.24%]; p = 0.02) compared with the control group. This study supports the hypothesis that use of a smartphone-based asynchronous educational application improves TEE knowledge compared with traditional modalities alone. This supports an opportunity to improve medical education by expanding the role of web-based asynchronous learning. [ABSTRACT FROM AUTHOR]

Near-peer learning, where peers from more senior year levels teach more junior peers is a popular teaching strategy in healthcare education. There is an emerging trend to utilise this teaching strategy in preparing students for Objective Structured Clinical Examinations (OSCEs) in the form of near-peer led formative OSCEs (NP-OSCE). However, there is little exploration of this teaching strategy in medical imaging education, nor how students perceive NP-OSCEs as beneficial to their learning. This study addresses this gap. Using a students as partners inquiry approach, 47 near-peer learners' (NPLs) and 6 near-peer teachers' (NPTs) perceptions of participating in a NP-OSCE were examined using an anonymous self-report questionnaire. NPLs reported that participating in the immersive NP-OSCE helped their performance in the summative OSCE by helping with their preparedness; including understanding expectations, experiencing emotions and being able to identify gaps in their knowledge and skills, which they then used to direct their revision in a manner that demonstrated the development of skills in evaluative judgement. There were mixed findings regarding the impact the NP-OSCE had on NPLs' levels of anxiety. NPTs also found the NP-OSCE beneficial for identifying gaps in their own knowledge and skills, yet found taking on the role of an examiner challenging. Students perceive NP-OSCEs as a valuable learning activity that helps them prepare for their OSCEs by providing a student perspective of an authentic immersive learning experience. NP-OSCEs enable students to focus their revision and develop skills in evaluative judgement. Educators should consider including NP-OSCEs in their medical imaging curriculum as students perceive it as a valuable learning experience that assists them to prepare for their OSCE. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: Objective structured clinical examinations (OSCEs) have been used globally in medical education and touted as the "gold standard" for competence-based assessments. However, the value of OSCEs in nursing education has not been extensively evaluated. Purposes: This review aims to report the global trends in nursing OSCEs; evaluate their validity, reliability, acceptability, and costs; and present the characteristics of validated nursing OSCEs. Methods: This is a scoping review involving a systematic search in 7 electronic databases. Results: A total of 204 studies, published between 1982 and 2018, were included in the review. We found that nursing OSCEs were extensively used across various nursing specialties in 33 countries and confirmed their validity, reliability, and acceptability in nursing education. Conclusions: This review confirms the value of OSCEs in nursing education and presents the underlying characteristics of validated nursing OSCE designs. [ABSTRACT FROM AUTHOR]

Although reviewing dental students' clinical competency assessments is an important aspect of instruction, finding time to give individual feedback to each student poses a challenge for faculty members, and some students may prefer to receive feedback from a peer. The aim of this study was to explore dental students' perceived value of feedback on their performance in a simulated patient care activity from either a faculty member or a peer. Participants were third‐ and fourth‐year dental students who had completed two years of interprofessional instruction and a videotaped objective structured clinical examination (OSCE) with standardized patients. Participants in two cohorts were randomly assigned to a faculty or peer feedback group. Cohort one (2015‐16) consisted of 66 students: 21 in faculty‐led groups, and 45 in peer‐led groups. Cohort two (2017) consisted of 60 students: 17 in faculty‐led groups, and 43 in peer‐led groups. In both types of pairings, the protocol consisted of jointly observing a video recording of student performance in the simulated patient encounter and discussing questions about the student's performance in non‐technical competencies such as communication, patient safety, scope of practice, and conflict resolution. For cohort two, prior to the feedback sessions, students in the peer feedback groups received a 60‐minute training on providing constructive feedback. All 126 students in the two cohorts completed an evaluation questionnaire after the experience. The results showed that students in both types of feedback sessions perceived value in the feedback and believed it enhanced their skills. However, students rated faculty feedback significantly higher (p<0.05) than peer feedback on nearly all dimensions. Perceived value did not differ by age, gender, class year, or OSCE performance. These results provide support for the value of peer feedback on nontechnical clinical competency assessments, though not as a substitute for faculty feedback. [ABSTRACT FROM AUTHOR]

To develop and validate a set of OSCEs for use as a nationally applicable final exam of undergraduate nursing students' clinical and professional competencies. Tertiary recommendations for nursing registration require student achievement of a prerequisite level of both nursing knowledge and skill. Assessment of nursing skills prior to provision of nursing registration is an increasingly important focus of university nursing education. Objective Structured Clinical Examinations (OSCEs) are an appropriate tool for assessing the competencies of nursing students, but the mode and content of OSCEs varies widely. Thus, for nationally-based registration, development of a standardized set of OSCEs to determine the clinical competence of nursing students is important. A modified Delphi study, informed by a systematic scoping review of relevant literature. A two-phase study was conducted. Initially, a scoping review was conducted to establish internationally agreed competences for graduating nursing students. These were included in an online questionnaire send to national experts to develop a validated and accepted nursing competency framework and associated implementation strategies. This was round 1 of a three-round modified Delphi study. A Content Validity Index (CVI) was calculated and thematic analysis was used to analyze the experts' opinions. Details of a set of OSCEs for final exam of undergraduate nursing students were developed and validated. These OSCEs included nine competencies addressed in eight 10-minute stations. A 'best-practice' OSCE evaluation system, designed from both international literature and the opinions of nation-wide experts was achieved. This well-designed OSCE was shown to be a reliable and valid method for assessing the clinical competence of nursing students. It reflected global procedures as well as the local conditions and Iranian expectations. The results of this study can be used by nursing schools across the country. They can also be used to model equivalent development of locally relevant OSCEs in countries around the world. • Standardised assessment of competence in graduating nursing students is critical. • Development of nationally recognized assessments of competence is challenging. • This study used a two-phase Delphi process to select and validate OSCE scenarios. [ABSTRACT FROM AUTHOR]

Abstract Background/purpose Objective structured clinical examination (OSCE) has found increasingly wide use in the education of clinical dentistry in recent years. The objectives of this study were to find the predictability of OSCE in representing a student's actual ability in a clinical environment and to provide instructors with better ideas to guide an individual student in a certain field. Materials and methods Thirty-one dentistry students' qualification OSCE scores were obtained after the conclusion of their dental clerkship in December 2014. The OSCE scores were compared with the various scores given by instructors from different departments during their internship a year later. The correlation was investigated between these two scores. Results The scores of the first station of OSCE—explaining a treatment plan for the restoration of a missing tooth—were correlated with the scores of prosthodontics in the internship. The scores of the fourth station of OSCE—explaining to a mother regarding the obtainment of a radiograph of her child's tooth—were correlated with the scores of orthodontics. In addition, the total score of the six OSCE stations was correlated with the scores of orthodontics, oral surgery, and pediatric dentistry during dental internship. Conclusion The results of clerkship qualification OSCE could provide instructors with insights into the needs of the students before their entering internship. [ABSTRACT FROM AUTHOR]

Abstract Background is the first specialized curriculum for nursing students, laying a foundation for nursing education. includes many important basic nursing skills, which suggests the traditional examination could not evaluate how well students learn. Since the OSCE (objective structured clinical examination) developed, it has been used among newly graduated nurses, postgraduate nursing students and achieved some success. OSCE might be a better way to evaluate and reflect students' fundamental nursing skills and comprehensive abilities, although few studies have put it into practice. Objectives To build an examination model relating to based on OSCE, and put this examination model into practice, and then evaluate the reliability and validity of this examination model. Design This study is to design an examination model based on literature and teaching purposes of . A quantitative descriptive survey methodology was used to obtain the students' outcome and the views of the students on the process and outcome. Settings This study was conducted in the nursing school of one comprehensive university in Beijing, China. Participants 99 undergraduate nursing students in second year participated in this study. Methods The OSCE consisted of 4 interactive simulated patient stations, 2 operating stations without standard patients, 2 theoretical stations. We designed 4 standardized process-based case scenarios and corresponding scripts pertinent to each station. 4 standard patients and 8 teachers of were recruited, trained and evaluated before the implementation of objective structured clinical examination. Results The average score of overall fundamental nursing skills was 90.51 ± 4.00. The Cronbach alpha was 0.665, demonstrating the OSCE is reliable. The content validity of each station varies from 0.90–1, and the criterion validity was promising (R = 0.661, p = 0.000). Also, most students were in favor of OSCE to evaluate in . Conclusions The OSCE is a reliable and valid assessment tool in . Meanwhile, it could inspire students' critical thinking and promote students' communication skills. Through successive application of OSCE in nursing education from the very beginning, it might also have some potential effect on the clinical performance. Highlights • The OSCE is a reliable and valid assessment tool in . • Most novice nursing students were in favor of objective structured clinical examination to evaluate in . • OSCE could inspire novice students' critical thinking and promote novice nursing students' communication skills. [ABSTRACT FROM AUTHOR]

The aim of this study was to establish and implement an objective structured clinical examination (OSCE) for stage assessment in standardized training for oral residents, evaluating its validity and suitability. An OSCE was established for stage assessment of 158 residents in a program in Jiangsu Province, China. Its validity and suitability were evaluated using indices such as reliability and discrimination coefficients of assessment results. The established OSCE had eight stations: interpretation of auxiliary examination results, basic knowledge, doctor-patient communication and clinical examination, clinical case analysis, medical record and prescription writing, public skills, first aid skills, and specialist's operation skills. The mean overall score and consistency coefficient (Cronbach's alpha) for the test subjects were 83.64±3.69 points and 0.732, respectively. The developed OSCE was reasonably established, with credible assessment results, and indices such as mean and discrimination coefficient of test scores from each station were appropriate. Therefore, the proposed protocol was found to be reliable and suitable. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p<0.05). Age on entering dental school was not significantly associated with performance on any of the three OSCEs; however, among male students, there was a significant negative correlation (p<0.05) between entering age and performance on the second and third OSCEs. There was no significant association between gender and OSCE or interview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success. [ABSTRACT FROM AUTHOR]

Natural language processing is a form of artificial intelligence that allows human users to interface with a machine without using complex codes. The ability of natural language processing systems, such as ChatGPT, to successfully engage with healthcare systems requiring fluid reasoning, specialist data interpretation, and empathetic communication in an unfamiliar and evolving environment is poorly studied. This study investigated whether the ChatGPT interface could engage with and complete a mock objective structured clinical examination simulating assessment for membership of the Royal College of Obstetricians and Gynaecologists. This study aimed to determine whether ChatGPT, without additional training, would achieve a score at least equivalent to that achieved by human candidates who sat for virtual objective structured clinical examinations in Singapore. This study was conducted in 2 phases. In the first phase, a total of 7 structured discussion questions were selected from 2 historical cohorts (cohorts A and B) of objective structured clinical examination questions. ChatGPT was examined using these questions and responses recorded in a script. Of note, 2 human candidates (acting as anonymizers) were examined on the same questions using videoconferencing, and their responses were transcribed verbatim into written scripts. The 3 sets of response scripts were mixed, and each set was allocated to 1 of 3 human actors. In the second phase, actors were used to presenting these scripts to examiners in response to the same examination questions. These responses were blind scored by 14 qualified examiners. ChatGPT scores were unblinded and compared with historical human candidate performance scores. The average score given to ChatGPT by 14 examiners was 77.2%. The average historical human score (n=26 candidates) was 73.7 %. ChatGPT demonstrated sizable performance improvements over the average human candidate in several subject domains. The median time taken for ChatGPT to complete each station was 2.54 minutes, well before the 10 minutes allowed. ChatGPT generated factually accurate and contextually relevant structured discussion answers to complex and evolving clinical questions based on unfamiliar settings within a very short period. ChatGPT outperformed human candidates in several knowledge areas. Not all examiners were able to discern between human and ChatGPT responses. Our data highlight the emergent ability of natural language processing models to demonstrate fluid reasoning in unfamiliar environments and successfully compete with human candidates that have undergone extensive specialist training. [ABSTRACT FROM AUTHOR]

Background Objective structured clinical examinations (OSCE) are commonly used to assess the clinical competence of undergraduate nursing students. There are, however, concerns about the stresses involved in such examinations and the perceived validity of such exams from a student perspective. Without student engagement the authenticity of such assessment may be compromised. Therefore, the aim of this integrative review was to explore and evaluate literature around undergraduate nursing students’ perceptions of OCSEs and summarise key themes emerging from this literature to establish current knowledge and understanding. This exploration of the literature aims to identify areas lacking quality research and make recommendations for future research. Methods To undertake this review, we searched four databases from 1988-2015 using a range of keyword combinations relating to student perception and OSCEs. We also undertook reference chaining. Inclusion/exclusion criteria were applied to abstracts and then full papers. Quality was assessed by consensus between two authors using the National Health and Medical Research Council (NH&MRC) quality assessment framework and the mixed-methods assessment tool. Results Thirteen studies met the inclusion criteria, and three primary domains emerged from data analysis: These domains, identified from the thematic analysis of these studies in relation to students perceptions of OSCEs include preparation for OSCE , process of the OSCE and performance following the OSCE . Conclusions From this review we can conclude that academics/faculties must carefully consider OCSE preparation, process and follow-up when planning OCSEs for assessments including associated resource implications. OSCEs are used internationally and yet there is no validated, reliable tool for student perception that could be applied across facilities. Student engagement in the OSCE is essential for successful OCSEs and yet this consideration appeared rarely in the literature. A number of recommendations emerged from the review including the need for an evidence-based form of assessment that has a strong underpinning pedagogy. [ABSTRACT FROM AUTHOR]

The aim of this study was to gain insight into the nature of the role played by self- and peer assessment in the development of dental students' reflective practice skills and the value gained through structured encounters with standardized patients. Four standardized patient encounters in an objective structured clinical exam (OSCE) format served as a learning experience for students to demonstrate decision making and communication skills in complex scenarios regarding issues of ethics. Self- and peer assessment and peer-to-peer discourse were used to enhance student reflection. A sample of 16 peer pairs was randomly selected from the population of 108 fourth-year students who participated in the 2014 Clinical Dental Ethics OSCE. Data were collected from self- and peer assessment forms. Five overall performance themes (personal affect, verbal communication, professional demeanor, relationship-building, and patient management) and three student learning themes (application and knowledge, ways to change, and impressed with peer/increased confidence in self) were identified. The results showed that peer assessment ratings were consistently higher than those in the self-assessments, but overall the students deemed both their peers' and their own decision making and communication skills to be quite good. These students rated their experience with the OSCE and self- and peer assessments as positive, appreciating the importance of reflection and learning from their peers. These results provide support for the continued formative use of standardized patient OSCEs and self- and peer assessment to help students develop skills in decision making, communication, professionalism, and reflection. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate whether the objective structured clinical examination (OSCE) and case presentation (CP) as forms of active assessment were effective measures of overall didactic knowledge and clinical performance in a predoctoral dental curriculum. This evaluation was conducted by statistical analysis of quality points (QP) awarded for didactic and clinical performance, CP grades, and OSCE scores for 185 students at Harvard School of Dental Medicine who graduated during the period 2010-14. As part of the requirements for graduation, each student takes three OSCEs and presents two patient cases. Data for the study were obtained from the Office of the Registrar. The results showed no direct correlation between QP and CP grades and no correlation between CP grades and OSCE scores. However, there was a correlation between OSCE scores and QP. Students with honors-level scores on any of the three OSCEs received significantly more QP than students who did not receive honors. In addition, students with passing scores on OSCEs 2 and 3 received significantly more QP than students with failing or marginal OSCE scores. Innovative formats of active assessment such as OSCEs and CPs can promote a student-centered learning environment. These data indicated that, within this study population, there was a positive association between OSCE scores and clinical and didactic performance, supporting the value of OSCEs as a means of assessment. [ABSTRACT FROM AUTHOR]

Summary Background Hospital-acquired infections (HAI) still pose a major problem in inpatient care. The single most important measure for preventing HAIs is to improve adherence to hand hygiene among health care professionals. Objective To assess the feasibility of an innovative hands-on training to improve adherence to hygiene rules under standardized and under real life conditions. Design Before–after controlled cohort trial to assess the feasibility of implementing an innovative hands-on training to improve hand hygiene adherence. Setting Large university hospital in Germany. Participants Fifty trained nurses from three wards with an average age of 32 years (± 10.22 years) and an average vocational experience of 6.85 years (± 7.54 years). Methods The intervention consisted of a hands-on training in the skills lab of the University of Cologne complemented by a 12-week observation period before and after the training on participating wards. The training comprised important skills with respect to hand hygiene, venipuncture, dressing changes of central venous catheters, preparation of IV infusions, and donning of gloves using sterile technique. A communication training was included to enable nurses to enforce hygiene rules in their collaboration with peers and physicians. The intervention was taught in small groups with a wide array of interactive teaching methods. It was evaluated using the objective structured clinical examination (OSCE) format. Observations were conducted by a trained infection control nurse. Results Before (after) the intervention 622 (612) occasions of hand hygiene were documented. A highly significant improvement in hygiene compliance was observed pre- and post-intervention (64.3% vs. 79.2%; p ≤ 0.0001). The OSCE evaluation showed significant improvements in all subscales. Conclusion The developed and conducted hands-on training seems feasible and is successful in significantly improving adherence to hygiene rules under standardized and real life conditions. Whether the effect is stable over time is subject to further investigation. [ABSTRACT FROM AUTHOR]

Background: Assessing medical students on core skills related to melanoma detection is challenging in the absence of a well-developed instrument.Objective: We sought to develop an objective structured clinical examination for the detection and evaluation of melanoma among medical students.Methods: This was a prospective cohort analysis of student and objective rater agreement on performance of clinical skills and assessment of differences in performance across 3 schools.Results: Kappa coefficients indicated excellent agreement for 3 of 5 core skills including commenting on the presence of the moulage (k = 0.87, 95% confidence interval 0.77-0.96), obtaining a history for the moulage (k = 0.84, 95% confidence interval 0.74-0.94), and making a clinical impression (k = 0.80, 95% confidence interval 0.68-0.92). There were no differences in performance across schools with respect to 3 of 5 core skills: commenting on the presence of the moulage (P = .15), initiating a history (P = .53), and managing the suspicious lesion (P value range .07-.17). Overall, 54.2% and 44.7% of students commented on the presence of the moulage and achieved maximum performance of core skills, respectively, with no difference in performance across schools.Limitations: Limitations include overall sample size of students and schools.Conclusion: The Skin Cancer Objective Structured Clinical Examination represents a potentially important instrument to measure students' performance on the optimal step-by-step evaluation of a melanoma. [ABSTRACT FROM AUTHOR]

Objective We propose applying objective structured clinical examinations (OSCEs) and discuss the educational efficacy of such examinations regarding the clinical competence of traditional Chinese medicine (TCM) practitioners. Design TCM OSCEs were implemented for evaluation and instruction from 2011 to 2013. Trainees received feedback from clinician-educators and standardized patients. Trainees' survey data were extracted from post-OSCE questionnaires and interviews to analyze TCM OSCEs. Results Five TCM OSCEs were administered, and the educational backgrounds of the 37 participants were analyzed. According to analysis of the questionnaires, all trainees agreed OSCEs were beneficial. In interviews, trainees expressed appreciation for the direct, real-time feedback during the OSCE and felt it closely resembled actual clinical work. However, the simulation models of OSCEs must be upgraded. Conclusions OSCEs can be used in evaluating, teaching, and certifying TCM clinical competencies to improve the quality of TCM practices. The patient-centered training aspect of TCM OSCEs is particularly helpful for participants. [ABSTRACT FROM AUTHOR]

Summary Background Competency-based education is known to improve the match between educational performance and employment opportunities. Objectives This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. Design The study used a quasi-experimental design. Participants A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. Methods The experimental group ( n = 163) received competency-based education and the control group received traditional instruction ( n = 149) in a medical–surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Results Students who received competency-based education had significantly higher academic performance in the medical–surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Conclusions Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the difference in grading of objective structured clinical examinations (OSCEs) at Harvard School of Dental Medicine (HSDM) by full-time faculty examiners, part-time faculty examiners, and postgraduate resident examiners. The OSCE is an evaluation of clinical competence and is used as a multidisciplinary examination at HSDM. Two examiners are selected for each of ten disciplines. Evaluators meet to review the case before the OSCE is given, and faculty examiners are given the opportunity to write exam questions based on the students' expected level of knowledge and ability. All examiners also meet on the day of the OSCE to review the case and discuss relevant issues. Students are randomly assigned to examiners and meet with one examiner at a time in each discipline during the examination. Analysis of OSCE scores on four exams given to HSDM students between 2012 and 2013 suggests that part-time faculty members tended to score students significantly higher than full-time faculty members or postgraduate residents. This may be a result of reduced contact time between students and the part-time faculty although it may also point to a need for more efforts in calibration of the part-time faculty members who take part in the OSCE. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine student perceptions of the educational value of a comprehensive, multidisci-plinary objective structured clinical examination (OSCE). The examination is administered after the second year of the curricu-lum, prior to the beginning of clinical training at the Columbia University College of Dental Medicine. The quantitative compo-nent of the study consisted of a survey administered to students who had taken the OSCE (N=78). Due to the ordinal level of data produced by the Likert-scale survey, statistical analysis was performed through calculation of the median and interquartile range (IQR). Overall, student perceptions of the educational value of the OSCE, as measured using a five-point scale (l=strongly dis-agree to 5=strongly agree) were positive, demonstrating students' agreement that the exam required the ability to think critically and problem-solve (median=4, IQR=1), assessed clinically relevant skills (median=5, IQR=1), and was a learning experience (median=5, IQR=1). A statistically significant chi-square value (pO.OOl) was found for all questions. The qualitative component consisted of phenomenological examination of student focus group interviews (N=15). Four main themes were identified includ-ing that the OSCE was an authentic assessment that required integration and application of knowledge. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: To develop an Objective Structured Clinical Examination (OSCE) station to assess the evaluation skills of medical students in applying evidence and appropriate treatment options in critical situations with a simulated patient. To assess the results using discrimination and reliability comparison of standardized and simulated patient stations. Materials and Methods: OSCE performance scores of 58 7th-year medical students at the University of Tzu-Chi School of Medicine were analyzed from April 10, 2011 to April 11, 2011 using descriptive statistics and item discrimination. Thirteen OSCE cases were identified for evaluation; we compared the results of all the stations to those of the station with the critical clinical scenario. Results: Discrimination statistics indicated that only the critical scenario station prepared with a high-fidelity simulator was effective in distinguishing between high-scoring and low-scoring medical students. Conclusion: Failure to design a skill assessment tool is a missed opportunity to understand more fully and apply the results of the clinical performance of medical students. [Copyright &y& Elsevier]

To identify and synthesise the evidence of midwifery students' views and experiences of Objective Structured Clinical Examinations (OSCEs). A qualitative evidence synthesis was undertaken using Thomas and Harden's synthesis methods and reported according to the ENTEREQ guidelines. PubMED, CINAHL Plus, Embase, ERIC, PsycINFO, Social Science Citation Index (via Web of Science) and Scopus were searched from inception to 19th February 2020 and an updated search was performed on 12th May 2021 to identify qualitative and mixed method studies, reporting qualitative data of undergraduate midwifery students' views and experiences of OSCEs. Studies were independently screened by title and abstract according to a predetermined inclusion and exclusion criteria. Full text review was then conducted independently by two authors. Studies providing qualitative data on undergraduate midwifery students' views and experiences of OSCEs during their midwifery registration education programmes were included. Quality appraisal was performed using the Critical Appraisal Skills Programme (CASP) tool. Data synthesis was performed using Thomas and Harden's thematic synthesis method. Eleven studies were identified and included. Thematic synthesis identified 13 descriptive themes which translated into four analytical themes that represented midwifery students' views and experiences of OSCEs: the preparation phase, the assessment phase, the feedback phase and the translation phase. This synthesis offers insight into undergraduate midwifery students' views and experiences of OSCEs and how they are experienced across four phases. This is determined to be a useful structure to guide midwifery educators and researchers in their consideration of the student experience of OSCEs in the future. Midwifery students in this synthesis reported high levels of nervousness, anxiety, and stress during the OSCE process. The findings reveal that there are a number of controllable factors impacting on midwifery students' feelings of safety in the assessment environment, and that these should be addressed to maximise the advantages that the OSCE has to offer in terms of learning and preparation for clinical practice. [ABSTRACT FROM AUTHOR]

Mental health consumers in Australia have a basic right of access to high-quality mental health assessment and treatment. Given that universities are the entry point to the training process, they have a responsibility to train high-quality clinicians. Clinical psychology is the sub-discipline of psychology with specialist training in mental health assessment, diagnosis and treatment. There has been a call for clinical psychology programs to assessment away from a largely theoretical base to one that integrates theory with practice. In 2008, the University of Southern Queensland developed a viva voce for a course on adult psychopathology. The viva voce is an Objective Structured Clinical Examination, modeled closely on the one used by the Royal College of Australian and New Zealand Psychiatrists. This paper outlines the development of this innovation to assessment and gives directions for future research and evaluation. [ABSTRACT FROM PUBLISHER]

Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students' critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m-OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m-OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple-choice questions intended to measure students' ability to utilize critical thinking skills. Additionally, there was one fill-in-the-blank question and a treatment plan that was completed at the fifth station. The results of this study re-vealed that the m-OSCE did not reliably measure dental hygiene students' critical thinking. Statistical analysis found no satisfac-tory reliability within the multiple-choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students' abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple-choice questioning results. This outcome warrants further investigation of the utility of the m-OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case. [ABSTRACT FROM AUTHOR]

In Ireland, to register as a midwife, all student midwives must be deemed competent to practice with the assessment of competence an essential component of midwifery education. A variety of assessment strategies, including observed practice, clinical interviews, portfolios of reflection, the Objective Structured Clinical Examination (OSCE) and written examination papers, are utilised to assess midwifery students' clinical competence. In this paper, a critical review of the OSCE as a strategy for assessing clinical competence in one third level institution in Ireland is offered. Although utilised for assessing competence across a range of areas (e.g. obstetric emergencies and pharmacology/drug administration), the use of the OSCE for assessing midwifery students' competence in lactation and infant feeding practices, as an example for this paper, is described. The advantages, disadvantages, validity and reliability of the OSCE, as an assessment strategy, are critically explored. Recognising that no single assessment strategy can provide all the information required to assess something as complex as clinical performance, the OSCE, when viewed alongside other forms of assessment, and with relevance to the topic under examination, may be considered a valuable strategy for enhancing the assessment of students' clinical competence, and for embracing diversity within midwifery education and training. [ABSTRACT FROM AUTHOR]

Summary: The OSCE (Objective Structured Clinical Examination) is considered the most valid and reliable method for assessing the clinical skills of students training for health professions, but its use is limited by the related high costs. We analyzed the cost retrospectively of using an OSCE designed for second-year students (2009) in our degree course, adopting the Reznick et al. guidelines (1993), which recommend assessing both high-end costs and low-end costs. The high-end costs adopting the OSCE amounted to €145.23 per student, while the low-end costs were €31.51 per student. Considering the economic crisis and the cost-containment measures applied also in nursing education, strategies for further reducing costs are discussed. [Copyright &y& Elsevier]

Background: Objective structured clinical examination (OSCE) examiner training is widely employed to address some of the reliability and validity issues that accompany the use of this assessment tool. An OSCE skills course was developed and implemented at the Stellenbosch Faculty of Health Sciences and its influence on participants (clinicians) evaluated. Method: Participants attended the OSCE skills course, which included theoretical sessions concerning topics such as standard setting, examiner influence and assessment instruments, as well as two staged OSCEs, one at the beginning and the other at the end of the course. During the latter, each participant examined a student role-player performing a technical skill while being video recorded. Participants' behaviour and assessment results from the two OSCEs were evaluated, as well as the feedback from participants regarding the course and group interviews with student role players. Results: There was a significant improvement in inter-rater reliability as well as a slight decrease in inappropriate examiner behaviour, such as teaching and prompting during assessment of students. Furthermore, overall feedback from participants and perceptions of student role players was positive. Conclusions: In this study, examiner conduct and inter-rater reliability was positively influenced by the following interventions: examiner briefing, involvement of examiners in constructing assessment instruments, as well as examiners viewing (on DVD) and reflecting on their assessment behaviour. This study proposes that the development and implementation of an OSCE skills course is a worthwhile endeavour in improving validity and reliability of the OSCE as an assessment tool. [ABSTRACT FROM AUTHOR]

Summary: This paper explores one assessment strategy used by a Higher Education Institute (HEI) to assess the skills of Registered Nurses (RN) caring for children, young people, adults and older people with either an orthopaedic condition or fracture. The Objective Structured Clinical Examination (OSCE), a recognised strategy for assessing clinical skills within nurse education, was chosen as it pre-existed as a method of assessment which was not ‘standard set’. The paper offers a synopsis of the OSCE as a means of assessment and its advantages and disadvantages along with a literary impression of student participation. It then recounts application of the orthopaedic/fracture trauma OSCE for the RN within a HEI in Northern Ireland (NI) before reiterating the development of stations, piloting and standard setting of orthopaedic related OSCE’s. The paper concludes with the results of the ‘standard set’ OSCE’s undertaken by 27 students in May 2010, arising issues, proposed changes, guidance and future plans. The term ‘orthopaedic related’ will be used throughout this paper when depicting orthopaedic and fracture trauma nursing. The expression ‘children’s’ will be adopted when relating to children and young people. [Copyright &y& Elsevier]

Abstract: Background: Clinical competency certifications are important parts of internal medicine residency training. This study aims to evaluate a composite objective structured clinical examination (OSCE) that assesses postgraduate year-1 (PGY1) residents’ acquisition of the six core competencies defined by the Accreditation council for Graduate Medical Education (ACGME). Methods: Six-core-competency-based OSCE was used as examination of the clinical performance of 192 PGY1 residents during their 3-month internal medicine training between 2007 January and 2009 December. For each year, the reliability of the entire examination was calculated with Cronbach’s alpha. Results: The reliability of six-core-competency-based OSCE was acceptable, ranging from 0.69 to 0.87 between 2007 and 2009. In comparison with baseline scores, the summary scores and core-competency subscores all showed significant increase after PGY1 residents finished their 3-month internal medicine training program. Conclusion: By using a structured development process, the authors were able to create reliable evaluation items for determining PGY1 residents’ acquisition of the ACGME core competencies. [Copyright &y& Elsevier]