1. Formative assessment of procedural skills: students’ responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument
- Author
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Kash Akhtar, Carmel Nolan, Roger Kneebone, Debra Nestel, and Ara Darzi
- Subjects
Medical education ,Objective structured clinical examination ,education ,computer.software_genre ,Education ,Formative assessment ,Alternative assessment ,Procedural skill ,Summative assessment ,Educational assessment ,Pedagogy ,Psychology ,computer ,Clinical skills ,Professional skills - Abstract
Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative as...
- Published
- 2011
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