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Objective Structured Clinical Examinations (OSCE) is an objective assessment approach that enables the evaluation of students' practical skills by simulating real clinical scenarios. This scale is specifically designed to evaluate the attributes and characteristics of the OSCE from the perspective of health sciences students, thereby filling a crucial gap in the existing assessment methods. This research conducted a methodological design involving 220 students from the faculties of medicine and nursing between 2022 and 2023. Data were gathered using a "Descriptive Form" and "OSCEPS." Factor analyses were performed for research and validation to ascertain the scale's factorial structure. The factorial analysis was used to test the structural validity of the scale. A structure consisting of 19 items was developed. The Cronbach's alpha coefficient was 0.943. Fit indices resulting from the study were RMSEA = 0.084; GFI = 0.839; CFI = 0.902; IFI = 0.902; RFI = 0.824; NFI = 0.843; TLI = 0.889. This study proves that the OSCEPS is a highly reliable and valid scale with strong psychometric properties. It effectively assesses health sciences students' perceptions of OSCE, thereby enhancing the credibility and usefulness of this assessment tool. [ABSTRACT FROM AUTHOR]

Background: The Japanese medical educational model core curriculum requires an understanding of the characteristics of Kampo medicine. However, there are few reports on the methods of evaluating the skill levels of Kampo medicine practitioners. Objective: This study investigated the utility of objective structured clinical examination (OSCE) for evaluating the skills of Kampo medicine practitioners, exploring its relationship with other medical skills. Methods: The 2022 post‐clinical clerkship OSCE assessed the accuracy of Kampo‐related tasks, specifically abdominal examinations. In addition, correlation coefficients and factor analysis were used to analyze the relationship of Kampo tasks with other tasks (three clinical‐reasoning tasks, electrocardiogram attachment task, joint examination task). Results: Medical students showed significant variation in their ability to accurately assess different abdominal regions. The epigastric region had the highest accuracy (92.0%), while the para‐umbilical region had the lowest (45.1%). Correlation analysis between Kampo tasks and other clinical tasks (clinical reasoning, electrocardiogram attachment, joint examination) yielded coefficients ranging from 0.10 to 0.19, suggesting a low relationship. Factor analysis confirmed the independence of Kampo skills from other assessed medical skills across four distinct factors. Conclusions: Since Kampo diagnostic skills are highly unique, it is possible that Western medicine OSCE tasks alone may not sufficiently assess competency in Kampo medicine. Therefore, it is necessary to consider incorporating Kampo tasks into the OSCE. [ABSTRACT FROM AUTHOR]

Aim: Objective structured clinical examinations have long been used in dietetics education. This observational study aims to describe the development, deployment, feasibility and validity of assessment using an oral interview in place of traditional objective structured clinical examinations, and to determine the ability of this assessment to identify students who are either not ready for placement or may require early support and/or remediation. Methods: Student assessment data were collected over a two‐and‐a‐half‐year period and used to test the predictive ability of an oral interview to determine dietetic placement outcomes and highlight a need for early remediation. Descriptive statistics as well as a between‐group one‐way ANOVA was used to describe results. Results: A total of 169 students participated in the oral interview and subsequent medical nutrition therapy placement over the study period. Significant differences in oral interview score were seen between students who passed placement and students who passed with remediation or those who failed. Oral interview performance was able to predict placement outcome, yet required less resources than traditional objective structured clinical examinations. Conclusion: An oral interview may provide the same utility as the objective structured clinical examination in dietetics education. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate how student performance and perspectives changed when the Objective Structured Clinical Exam (OSCE) assessment system was changed from a composite score to discipline‐specific grading at the Harvard School of Dental Medicine. Methods: The retrospective study population consisted of all students (n = 349) who completed three OSCEs (OSCE 1, 2, and 3) as part of the predoctoral program during the years 2014–2023. Data on the students' OSCE scores were obtained from the Office of Dental Education, and data on students' race/ethnicity and gender were obtained from their admissions data. Results: The likelihood of a student failing the OSCE after the assessment system change significantly increased with an adjusted odds ratio of 20.12. After the change, the number of failed subjects per student decreased with an adjusted mean ratio of 0.48. Students perceived the OSCE as being less useful after the change. Independent of the grading change, OSCEs 1 and 2 were seen as more useful compared to OSCE 3, which is administered in the last year of the Doctor of Dental Medicine program. Conclusion: The discipline‐specific nature of the new assessment system helps focus on specific areas of remediation, rather than blanket remediation used previously, in order to isolate the actual areas of deficiency and to focus remediation efforts so that students can align their learning needs appropriately. Therefore, although the actual number of fails identified increased for the course, the assessment change has allowed for more directed, actionable information to be gained from the OSCE to prepare students to work toward competency standards. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusion The purpose of the present study was to assess the benefits of simulation for advancing knowledge and assisting healthcare staff in optimization of procedures when managing severe pre‐eclampsia/eclampsia (sPE/E).A randomized educational trial was conducted with two groups: Group I received theoretical training, while group II received the same training along with simulation scenarios based on the management of sPE/E. The study involved 199 healthcare providers, including physicians, midwives, skilled birth attendants, and nurses. The study analyzed the percentage of correct answers on both the multiple‐choice questions (MCQ) and the objective structured clinical examinations (OSCE) to evaluate theoretical knowledge and clinical skills objectively.Statistically significant differences were found immediately after training between groups I and II, whose mean percentages were 65.0% (±11.2) versus 71.0% (±9.8) (P < 0.001). A statistically significant reduction in the percentage of correct answers was found in both groups and demonstrated a discrepancy between immediate post‐training test and post‐training test at 3 months scores of 11.6% (±1.3) in group I versus 7.2% (±0.6) in group II. OSCE1 and OSCE2 scores were significantly higher in group II than in group I (P < 0.001).Simulation combined with theoretical training would appear to be an interesting method of training for advancing knowledge and improving skills of healthcare providers in their management of sPE/E. Our goal is for this method to be used to reduce real‐life maternal mortality in the South Kivu region of the Democratic Republic of Congo. [ABSTRACT FROM AUTHOR]

Introduction: The Objective Structured Clinical Examination (OSCE) is a valid, reliable and reproducible assessment method traditionally carried out as a live examination but recently also provided online. The aim was to compare any differences in the perceptions of dental students participating in online and live OSCE using mixed methods. Materials and Methods: All Finnish fourth‐year undergraduate dental students (n = 172) attended the exam in April 2021. Due to the COVID‐19 pandemic, the official administrative restrictions in teaching in universities still existed in April 2021. By the time of the national OSCE, the pandemic situation varied in different parts of the country. Therefore, two of the universities conducted a live OSCE and two an online version of the OSCE. Data were collected after the OSCE using a voluntary anonymous electronic questionnaire with multiple‐choice and open‐ended questions (response rate 58%). Differences between the OSCE versions were analysed using the Mann–Whitney U test and open answers with qualitative content analysis. Results: The students considered both types of OSCE good in general. The main differences were found concerned adequate time allocation and overall technical implementation, in favour of the live OSCE. While a qualitative analysis revealed exam anxiety as the most often mentioned negative issue, overall, comments were positive. Conclusion: Variation in the assessments between different question entities seemed to be wider than between the implemented OSCE versions. Time management in the OSCE should be further developed by managing the assignment of tasks. [ABSTRACT FROM AUTHOR]

Objectives: This study examined results of a summative objective structured clinical examination (OSCE) at the end of preclinical periodontal education to identify deficient areas for dental students in patient care and to explore factors affecting the probability of passing the OSCE. Methods: The summative OSCE was administered to two consecutive cohorts, Classes A (class of 2024; n1 = 134) and B (class of 2025; n2 = 129). The questions for each station in the OSCEs were available to both classes 1 week before the OSCEs. Descriptive statistics were used to identify deficient areas. The multiple logistic regression model was built to predict the probability of passing the OSCE based on the cohort, gender, and the practical and written examination scores. Results: Fifty‐one (38%) students in Class A and 66 (51%) students in Class B completed the OSCE by passing all stations. Students undergoing remediation showed deficiencies in demonstrating how to detect tooth mobility, performing periodontal probing, drawing the healthy positive bony architecture and the mucogingival junction, and using a universal and a Gracey 13/14 curette. The probability of passing the OSCE was significantly correlated with Class B (p = 0.035) and the practical examination score (p = 0.03) while not associated with gender (p = 0.53) and the written examination score (p = 0.11). Conclusion: Students showed deficiencies in assessment skills at the end of preclinical education. The study findings suggest that the implementation of the OSCE at the conclusion of preclinical education would be beneficial since the written examination score might not accurately reflect student readiness for clinical patient care. [ABSTRACT FROM AUTHOR]

Objectives: To assess the face, construct and content validity of three different platforms for otoscopy skills assessment, using a traditional otoscope with manikin, digital otoscope (Tympahealth) with manikin, and traditional otoscope with a low‐cost model ear (SimEar). Design: Prospective mixed methods study. Setting: Tertiary hospital. Participants: Postgraduate trainees and expert assessors. Main Outcome Measures: Face and Content validity based on expert assessor ranking on each model and their feedback from semi‐structured interviews. Construct validity based on Objective Structured Clinical Examination scores. Results: Each platform differed in face, construct and content validity scores, with no one platform consistently outperforming others. Three main themes were identified during thematic analysis of expert assessor interviews: ability to assess what is seen, anatomical reality, and ease of use. The low‐cost model showed greatest potential, where modification to include a silicone ear could lead to high validity with marginal increase in cost. Conclusion: Several modalities for assessing otoscopy skills exist, each with advantages and disadvantages. Modifications to a low‐cost model, for use with either a traditional or digital otoscope, could prove to be the best model. [ABSTRACT FROM AUTHOR]

Introduction: Achieving a high grade in the final‐year comprehensive clinical care (CCC) course is not only important for the individual candidate but also to ensure competency of students as they transition from dental school into independent practice. Here, we aimed to identify predictors of success in the CCC that might prove useful to identify which, if any, students need focused intervention to improve their performance in the CCC. Materials and methods: This was a cross‐sectional study of two consecutive cohorts (2017–2018 and 2018–2019) of final‐year (Year six) dental students (n = 180 females and n = 150 males) attending [King Abdulaziz University], Saudi Arabia. Age, gender, cumulative GPA to the start of Year six and assessment results were tabulated and analysed as independent variables in binary logistic regression to identify predictors of the final case grade (≤69% or >70%). Results: Year five GPA (OR 1.07, 95% CI 1.02–1.12; p =.004) and female gender (OR 2.21, 95% CI 1.12–4.36; p =.02) were significantly associated with an increased odds of achieving a final case grade >70%. In particular, female students were over twice as likely as male students to achieve a higher score in their final case assessment. Discussion: This study suggests that gender may influence final performance in the CCC. The better performance of females in the final CCC course than their male counterparts suggests that there may be a narrowing or even reversal of the historical gender gap in dental school performance. Conclusions: Both cognitive (GPA) and other (i.e. gender) factors influence clinical dental performance. Further work is required to establish what instructional modifications are required to accommodate these gender differences in CCC courses to pave the way for personalised teaching approaches to optimise educational outcomes. [ABSTRACT FROM AUTHOR]

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

Rationale: Objective Structured Clinical Examinations (OSCEs) are widely used for assessing clinical competence, especially in high-stakes environments such as medical licensure. However, the reuse of OSCE cases across multiple administrations raises concerns about parameter stability, known as item parameter drift (IPD). AIMS & OBJECTIVES: This study aims to investigate IPD in reused OSCE cases while accounting for examiner scoring effects using a Many-facet Rasch Measurement (MFRM) model., Method: Data from 12 OSCE cases, reused over seven administrations of the Internationally Educated Nurse Competency Assessment Program (IENCAP), were analyzed using the MFRM model. Each case was treated as an item, and examiner scoring effects were accounted for in the analysis., Results: The results indicated that despite accounting for examiner effects, all cases exhibited some level of IPD, with an average absolute IPD of 0.21 logits. Three cases showed positive directional trends. IPD significantly affected score decisions in 1.19% of estimates, at an invariance violation of 0.58 logits., Conclusion: These findings suggest that while OSCE cases demonstrate sufficient stability for reuse, continuous monitoring is essential to ensure the accuracy of score interpretations and decisions. The study provides an objective threshold for detecting concerning levels of IPD and underscores the importance of addressing examiner scoring effects in OSCE assessments. The MFRM model offers a robust framework for tracking and mitigating IPD, contributing to the validity and reliability of OSCEs in evaluating clinical competence., (© 2024 The Author(s). Journal of Evaluation in Clinical Practice published by John Wiley & Sons Ltd.)

Introduction: Objective Structured Clinical Examinations (OSCEs) serve as a reliable assessment tool for clinical and competency evaluation. Traditional OSCEs, involving live patients, present logistical challenges and evoke student anxiety. In an effort to create a comprehensive clinical series of examinations, electronic OSCEs (e-OSCEs) were developed for assessing clinical competencies in prosthodontics at a large dental school. This manuscript aims to describe e-OSCEs as a competency assessment., Methods: The e-OSCEs were implemented for the graduating classes from 2014 to 2023, covering categories of Single-unit Crowns and Fixed Partial Dentures, Implants, Removable Partial Dentures and Complete Dentures. A digital library of clinically relevant questions was developed to simulate chairside scenarios. Competence in any area was defined as scoring a 100% where questions were taken from a pool that represented the full scope of the clinical procedure., Results: Ten-year retrospective data indicate sustained student performance over the years, with the majority achieving competence after three e-OSCE attempts., Discussion: Advantages of the e-OSCE include standardised assessments, reduced examiner bias and adaptability to external disruptions in addition to fair and relevant evaluations, cost-effectiveness and test security. Evaluation of e-OSCE outcomes allows ease of analysis for curriculum enhancement and modification., Conclusion: The e-OSCE method of clinical assessment offers a standardised, clinically equivalent and efficient process for assessing dental students' competencies. The assessment methodology aligns with US accreditation standards and can be easily adapted by other institutions with different grading parameters for comprehensive clinical assessments. This approach provides a feasible and effective method for assessments in dental education., (© 2025 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

Objectives: This study aimed to evaluate dental students' competencies and self-confidence in performing common oral surgical procedures. It further aimed to assess potential correlations among levels of competence and confidence with student gender., Methods: Final-year undergraduate students from Mosul Dental School in Iraq were enrolled in a summative Objective Structured Clinical Examination (OSCE) to assess their competence in core skills and knowledge in oral surgery (OS). The students were also invited to participate in the ABAOMS self-assessment questionnaire to assess self-perceived confidence in performing OS procedures. Gender correlation with competence and confidence was computed via the Pearson Chi-square test (p ≤ 0.05)., Results: A total of 272 students were evaluated for OS competence. Students' highest competence was in dental anatomy (91.1%), while history-taking and tooth extraction scored the highest failure levels (56.1%) and (39.1%), respectively. For self-confidence, students felt adequately prepared to carry out several clinical procedures although they indicated low confidence in performing minimally practiced procedures. No significant correlation was detected in the total confidence versus competence except for the management of post-extraction complications. Results also showed no significant correlation between students' competence-confidence-gender; except for the administration of local anesthesia among females (p-value 0.007 ≤0.01)., Conclusion: The findings of this study show that the competence and self-perceived confidence of final-year students were generally satisfactory for a range of clinical and affective skills. However, several areas of weakness were identified which underscore the need for modification of the current curriculum to improve the preparedness of undergraduate dental students as safe beginners in OS., (© 2025 American Dental Education Association.)

Introduction: Absolute methods of standard setting (SS) are more suitable for OSCEs. However, previous studies have theorised that borderline regression method (BRM) is not reliable for small sample sizes. Materials and methods: OSCE results for the 2017–2019 cohorts were analysed to compare BRM versus Modified Angoff. We reported on whether the stations in multiple cohorts were sufficiently equivalent to aggregate the results together to calculate which method of SS was more reliable. We finally used the bootstrapping method to compare the accuracy of BRM for small versus simulated larger cohorts. Results: BRM was a valid method for SS OSCEs in this dataset when station quality was sufficiently high. However, a large gap between the Angoff and BRM in some of the OSCEs was observed, which could be explained by poor use of the grading scale. Model fit statistics were generally adequate even with low sample sizes. Using the bootstrap of datasets, the error rate was much higher for low‐quality stations but was not an issue in high‐quality ones. Discussion: This study adds to the evidence that well‐designed OSCEs can use BRM for small cohorts. However, there is a need for the institutions to properly assess their stations and their assessors, before embarking into using this method, to prevent from having to remove stations. Conclusions: This analysis suggests that BRM is an acceptable replacement for Angoff SS in small cohorts, where there is a range of candidates undertaking the assessments and there are well‐designed OSCES with well‐trained examiners. [ABSTRACT FROM AUTHOR]

Aim: The aims were to describe the development of a modified national online OSCE during COVID‐19 and assess related student feedback. Material and methods: The modified online OSCE comprising of eight question entities was organised simultaneously in all four dental institutes of Finland using the Moodle virtual learning environment. All fourth‐year students (n = 179) attended the examination online at home. Student feedback was collected via an anonymous questionnaire with multiple‐choice questions and open‐ended questions concerning attitudes towards the modified online OSCE, as well as content and usability of the question entities in the examination. Means and standard deviations were calculated for multiple‐choice questions. Content analysis was used for open‐ended questions. Results: Of 179 students, 119 (66%) consented to the study. Students experienced they had received adequate information (mean 3.8; SD 1.2), had a positive attitude before the examination (4.0; 1.0) and found the practice test useful (3.7; 1.1) (range 1–5). Technical implementation (2.7; 0.7) and the difficulty of the questions (2.9; 0.6) (range 1–4) were found to be good. The teaching students received during their studies was sufficient (3.2; 0.5) (range 1–4). Content (mean 3.2; 0.4) and usability (2.9; 0.4) of the question entities were good (range 1–4). The themes arising from open‐ended questions were importance and practicality of the topic (in questions) in relation to the work of a dentist and gratitude for the rapid conversion of the OSCE into an online examination despite COVID‐19. The themes arising from negative experiences included difficulties in completing the examination within the time allocated, and dissatisfaction with the model answers provided after the examination. Conclusion: The positive student feedback towards the modified online OSCE encourages including an online examination to complement the traditional OSCE. [ABSTRACT FROM AUTHOR]

Introduction: Competencies in the clinical examination of patients with temporomandibular disorders (TMD) can be achieved by self‐instruction. This study aimed to identify the impact of the Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) instructional video on the practical examination skills of undergraduate students. Materials and methods: One week prior to completing an objective structured clinical examination (OSCE) addressing the examination of patients with TMD, undergraduate students in their third year received either the DC/TMD manual (control group) or additionally watched the instructional video once (intervention group). After passing the OSCE, a feedback questionnaire was completed by the students. Result: Fifty undergraduates were recruited to take part in the OSCE prior to their first clinical course. The sum scores achieved in the stations were higher in the intervention group, but missed significance. Participants of the intervention group more often agreed that completing the OSCE stations was easy, which was significant for one station (P =.023). 95.8% of the participating students supported the implementation of the video in dental education. Discussion: Due to the conception of the study, the video was only presented once to ensure that the control group had no access to the medium at all. However, it might be interesting to investigate whether repeated watching of the video enhances its effect. Conclusions: Clinical competencies in the examination of TMD patients can be achieved by self‐instruction with the DC/TMD manual and instructional video. Watching the video for educational purposes was highly recommended by undergraduate students. [ABSTRACT FROM AUTHOR]

Introduction: The OSCE is a sociomaterial assemblage—a meshing together of human and material components producing multiple effects. Materials matter because they shape candidate performance, with potentially calamitous career consequences if materials influence performance unjustly. Although the OSCE literature refers to materials, few papers study the sociomateriality of OSCEs. Therefore, we explored OSCE stakeholders' talk about sociomaterial assemblages to better understand their importance for candidate performance. Methods: We conducted 15 focus groups with OSCE candidates (n = 42), examiners (n = 20) and simulated patients (n = 17) after an Australian postgraduate nursing OSCE. Sociomateriality informed our team‐based framework analysis of data. Results: Participants identified a multiplicity of OSCE materials (objects, technologies and spaces) thought to matter for candidate performance. Candidates' unfamiliarity with materials and missing or malfunctioning materials were reported to yield numerous negative impacts (eg cognitive overload, negative affect, time‐wasting), thereby adversely affecting candidate performance. Both examiners and candidates made micro‐adjustments to sociomaterial assemblages during the OSCE in order to make it work (eg candidates saying what they would do rather than doing it). Sometimes, such tinkering extended so far that sociomaterial assemblages were ruptured (eg examiners ignoring rubrics to help pass candidates), potentially influencing OSCE standardisation. Discussion: Our novel empirical study extends previous conceptual work by illustrating wide‐ranging sociomaterial assemblages influencing OSCE candidate performance. Further research is now needed employing sociomaterial approaches to further elucidate sociomaterial entanglements in diverse OSCEs. We encourage OSCE stakeholders to become more attuned to the productive nature of materials within all stages of OSCE design and implementation. The authors demonstrate the extent to which materials really matter in shaping candidate performance in OSCEs [ABSTRACT FROM AUTHOR]

Patient‐dentist discourse is a core nonoperational competency in dental education. The skills of querying patients and responding to questions are noncognitive attributes, and their evaluation by the standardized patient objective structured clinical examination (OSCE) is particularly necessary. However, it is not clear whether students' test anxiety affects these attributes. This study aims to examine the relationship between dental students' state‐trait anxiety, noncognitive performance, and examination results during their first OSCE. A single dental school cohort (n = 226) of 5 year students attending their first clinical examination from 2014 to 2017 was studied. Participants completed the Chinese Mandarin Version State‐Trait Anxiety Inventory Y form before taking the OSCE. The difference between state and trait anxiety levels was compared by paired t test. Gender differences and the effect of age group in these anxiety levels were analyzed using multivariate analysis of variance. Moreover, gender, age group, state anxiety, and trait anxiety scores were compared with the OSCE items of noncognitive performance using a chi‐square test. Students showed significantly higher state anxiety than trait anxiety levels; moreover, women showed significantly higher state anxiety than men. Furthermore, gender, age group, state anxiety, and trait anxiety had no association with the noncognitive performance examination results. Most participants showed moderate state and trait anxiety levels during their first OSCE. Further, the state‐trait anxiety had no significant effect on their noncognitive performance. However, 26.5% of participants did not pass the examination; therefore, dental educators should increase communication skill training courses during clerkship training to improve students' noncognitive attributes. [ABSTRACT FROM AUTHOR]

Aim: Objective structured clinical examinations (OSCEs) are used extensively in medical education to prepare students for the clinical setting. Their use in dietetic education is still relatively new, and relationships to placement outcomes are unknown. The aim of this study was to explore 11 years of OSCE and placement data to answer the following questions: Does the OSCE predict dietetic placement outcome? and, What are the student perceptions of the benefits of OSCE in preparation for practice? Methods: Data were collected retrospectively from 328 students between 2006 and 2017 who had completed their final year OSCE and placement. Aggregate OSCE marks and mean marks obtained in active and passive OSCE stations were compared with placement outcome. Evaluation questionnaires completed by students at the end of the OSCE were collated. Results: Aggregate marks achieved in OSCE stations were significantly different for students who passed (mean = 63.24, SD = 7.94), struggled (mean = 58.25, SD = 8.82) or failed (mean = 57.31, SD = 8.28) placement, P < 0.001. Majority of students perceived the OSCE as a meaningful and fair assessment (92%) that helped to prepare them for practice (82%). Conclusions: The OSCE provides a meaningful assessment of dietetic student skills in preparation for practice. Aggregate OSCE marks provide a consistent indicator of students who are likely to struggle in practice. [ABSTRACT FROM AUTHOR]

Teaching radiographic interpretation skills to predoctoral dental students is challenging. The results of an objective structured clinical examination (OSCE) at one U.S. dental school failed to yield expected outcomes for students' radiographic interpretation skills. The purpose of this article is to describe the development of the radiology OSCE and subsequent curricular revisions based on the outcomes. Examples of curricular changes are a series of self‐assessed radiographic interpretation cases using the university learning management system. Each case contains a set of four intraoral radiographs and a series of questions. In year 4, an OSCE and final radiographic interpretation competency exam are administered; students are required to pass both exams. OSCE outcomes over a period of six years were used to evaluate the effectiveness of the curricular revisions. A questionnaire developed to capture student perceptions of the curricular changes was administered. The pilot OSCE of 2.9% first attempt pass rates initiated curricular revision. The strongest results to date occurred in 2018 with a 73.3% first attempt pass rate. Results from the questionnaire showed that students reported greater confidence in their interpretation skills when it came to recognizing radiographic errors, dental caries, and periodontal disease/pathologies (65%, 64%, and 57%, respectively). The use of the OSCE for programmatic assessment revealed the need for curricular revision in radiology. Students' participation in the newly revised radiology curriculum resulted in improved student performance and outcomes. This article emphasizes the importance of global and programmatic assessment for assessing student competence along with analysis of how assessment and accompanying data can inform curricular decisions. [ABSTRACT FROM AUTHOR]

Introduction: Objective structured clinical examinations (OSCEs) are an established method of assessment for dental undergraduates. There is little published dental education research exploring the views of undergraduates towards OSCEs. Aim: To explore and describe the views of dental undergraduates towards OSCEs. Method: A sequential mixed methods design was applied. This included a cross‐sectional survey of all 204 dental undergraduates in Years 2, 3 and 4 within a UK dental school using an anonymous self‐report online questionnaire (response rate 57%), which was followed by two focus group interviews of n = 10 Year‐2 students. Results: Most students gave positive views regarding the OSCE form of assessment. Questionnaire data highlighted that students felt that the OSCE tested their diagnostic, clinical and communication skills, and covered a wide range of skills and disciplines. Students also generally saw them as a useful educational exercise that went beyond testing recall of facts. Most students thought that the OSCEs were "fair" assessments. Negative views focused around student lack of preparation for them, especially in earlier years. Focus group data explored further these concerns but also emphasised the need for more student‐centred support pre‐OSCE. Conclusion: Objective structured clinical examinations can be an anxiety‐inspiring form of assessment for students in the early years of the programme. Dental educators need to be more aware of these concerns to develop strategies to increase student preparedness for OSCEs without increasing stress. [ABSTRACT FROM AUTHOR]

The aim of this pilot study was to measure and compare dental hygiene students' level of text anxiety and performance when being tested on an objective structured clinical examination (OSCE) using camera supervision versus direct examiner observation. This randomized, controlled trial, conducted in October 2016, assessed students' anxiety levels and performance using the Zung Self-Rating Anxiety Scale and performance on an OSCE. All 32 first-year students in one U.S. dental hygiene program were invited to participate, and all 32 participated for a 100% response rate. Participants were randomly assigned to the direct observation (N=16) and camera-supervised (N=16) groups. The comparison of pre-OSCE anxiety levels and performance scores evaluated with direct observation (36.4 and 20.4) versus camera-supervised (37.5 and 20.9) found no statistically significant difference between the two groups (p=0.496, p=0.403). The difference in post-OSCE anxiety levels between the direct observation and camera-supervised groups (33.8 and 37.8) approached significance (p=0.051). This study found that student anxiety levels were similar between the two groups except for the post-OSCE direct observation anxiety levels, which were lower. No significant difference was found between the two groups' performance scores. Due to similar performance scores and anxiety levels for the direct examiner and camera-supervised methods, the camera-supervised OSCE warrants further exploration as an alternative approach to direct observation for evaluation of students' performance. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: Feedback is an essential part of the learning process, and students expect their feedback to be personalised, meaningful and timely. Objective Structured Clinical Examination (OSCE) assessments allow examiners to observe students carefully over the course of a number of varied station types, across a number of clinical knowledge and skill domains. They therefore present an ideal opportunity to record detailed feedback which allows students to reflect on and improve their performance. Methods: This article outlines two methods by which OSCE feedback was collected and then disseminated to undergraduate dental students across 2‐year groups in a UK dental school: (i) Individual written feedback comments made by examiners during the examination, (ii) General audio feedback recorded by groups of examiners immediately following the examination. Evaluation of the feedback was sought from students and staff examiners. A multi‐methods approach utilising Likert questionnaire items (quantitative) and open‐ended feedback questions (qualitative) was used. Data analysis explored student and staff perceptions of the audio and written feedback. Results: A total of 131 students (response rate 68%) and 52 staff examiners (response rate 83%) completed questionnaires. Quantitative data analysis showed that the written and audio formats were reported as a meaningful source of feedback for learning by both students (93% written, 89% audio) and staff (96% written, 92% audio). Qualitative data revealed the complementary nature of both types of feedback. Written feedback gives specific, individual information whilst audio shares general observations and allows students to learn from others. The advantages, limitations and challenges of the feedback methods are discussed, leading to the development of an informed set of implementation guidelines. Conclusion: Written and audio feedback methods are valued by students and staff. It is proposed that these may be very easily applied to OSCEs running in other dental schools. [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]

Abstract: Objectives: Recent studies in undergraduate medical education have demonstrated the advantage of repeated testing over repeated practice with regard to knowledge and skills retention. The aim of this study was to investigate whether this “testing effect” also applies to skills retention in undergraduate dental education. Methods: In this prospective, randomised controlled trial, fourth‐year dental students at Göttingen University Medical Centre participated in a training session on surgical suturing in winter term 2014/2015. Following this, they were either assigned to two sessions of additional skills training (group A) or two sessions of skills assessment with feedback (group B). These sessions were spaced over a period of 4 weeks. Skills retention was assessed in a summative objective structured clinical examination (OSCE) at the end of term, that is 6 months after the initial teaching session. Results: A total of 32 students completed the study. With regard to suturing, OSCE performance was significantly better in group B than group A (81.9±13.1% vs 63.0±15.4%; P=0.001; Cohen's d=1.33). There was no significant OSCE performance difference in the two groups with regard to other learning objectives that were addressed in the end‐of‐term examination. Thus, the group difference was specific to suturing skills. Conclusions: This is the first study to demonstrate that in dental education, repeated testing produces more favourable skills retention than repeated practice. Test‐enhanced learning might be a viable concept for skills retention in undergraduate dentistry education. [ABSTRACT FROM AUTHOR]

Objective Our aim was (1) to develop an objective structured clinical examination (OSCE) for obstructive sleep apnea (OSA) and (2) to test the reliability and evaluate the feasibility of this OSCE while assessing residents' clinical skills in multiple core competencies via the standardized patient methodology. Study Design Development of assessment tool. Setting Johns Hopkins Medicine Simulation Center. Subjects and Methods Residents of the Department of Otolaryngology-Head and Neck Surgery at The Johns Hopkins University School of Medicine were invited to participate. A 2-station OSCE was developed. The first station used a standardized patient, and the encounter was videotaped for later evaluation by medical faculty not familiar with the participants being tested. The second was a computer-based station developed per a modified Delphi technique, based on feedback from otolaryngology and sleep medicine faculty involved in the care of patients with OSA. Checklists were developed for each station to standardize the evaluation of each trainee's performance. Results The OSCE that we developed is a feasible tool for assessing residents' performance and skills to diagnose and manage a patient with OSA. Internal consistency, as assessed by Krippendorff's alpha, was 0.699 for station 1 and 0.95 for station 2. Conclusion This OSCE was found to be feasible for assessment of clinical competency in OSA. Our model provides targeted assessment of multiple competencies and opportunity to improve clinical knowledge and skills. [ABSTRACT FROM AUTHOR]

In recent years in the United States, there has been heightened interest in offering clinical licensure examination (CLE) alternatives to the live patient-based method in dentistry. Fueled by ethical concerns of faculty members at the University of Minnesota School of Dentistry, the state of Minnesota's Board of Dentistry approved a motion in 2009 to provide two CLE options to the school's future predoctoral graduates: a patient-based one, administered by the Central Regional Dental Testing Service, and a non-patient-based one administered by the National Dental Examining Board of Canada (NDEB). The validity of the NDEB written exam and objective structured clinical exam (OSCE) has been verified in a multi-year study. Via five-option, one-best-answer, multiple-choice questions in the written exam and extended match questions with up to 15 answer options in the station-based OSCE, competent candidates are distinguished from those who are incompetent in their didactic knowledge and clinical critical thinking and judgment across all dental disciplines. The action had the additional effects of furthering participation of Minnesota Board of Dentistry members in the University of Minnesota School of Dentistry's competency-based curriculum, of involving the school's faculty in NDEB item development workshops, and, beginning in 2018, of no longer permitting the patient-based CLE option on site. The aim of this article is to describe how this change came about and its effects. [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]

Introduction The aims of this study were to evaluate the correlation between the results of the objective structured clinical examination ( OSCE) and clinical assessment and to test the reliability of OSCE test stations. Material and methods All 4th year undergraduate dental students ( n = 47, 100%) attended the OSCE in April 2010. The students were divided into two groups (morning group, group 1; afternoon group, group 2). Groups 1 and 2 were also divided into two subgroups that attended the stations in two concurrent sessions (A and B). The OSCE included 12 10-min test stations. Clinical assessment was based on long-term observation during the semesters. The disciplines assessed were cross-infection control, endodontics, paediatric dentistry, periodontology, prosthodontics and restorative dentistry. Results Statistical analysis using Cronbach's alpha indicated good reliability of the OSCE. The correlation between the results of the OSCE and clinical assessment in the 4th year was statistically significant in cross-infection control (ρ = 0.340, P = 0.022), endodontics (ρ = 0.298, P = 0.047), prosthodontics (ρ = 0.296, P = 0.048) and restorative dentistry (ρ = 0.376, P = 0.011). Clinical assessment in the 5th year correlated with the OSCE results statistically significant in restorative dentistry (ρ = 0.522, P = 0.001). Conclusion Both the OSCE and constant longitudinal assessment are needed in clinical assessment, as they both play an important role in the overall assessment. [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]

Previous research has indicated that dentists do not routinely engage in tobacco cessation interventions with their patients due, in part, to a lack of training in the predoctoral curriculum. From 2010 to 2012, this study at one U.S. dental school evaluated the effectiveness of experiential learning and objective structured clinical examinations (OSCEs) to improve first-year dental students' knowledge and beliefs about tobacco dependence and cessation interventions. Analysis indicated acceptable reli-ability and student performance for the OSCE. In all three years, there were statistically significant increases in student knowl-edge (pO.OOl). In each year, there were also statistically significant shifts in student perceptions of preparedness (pO.OOl to p=0.034) and willingness (pO.OOl to p=0.005) to provide tobacco dependence treatment to patients. Results suggest that OSCEs utilizing standardized patients may be an effective method for assessing tobacco dependence education. Preparing for and partici-pating in an OSCE with a standardized patient may help increase student knowledge and shape the beliefs of early dental students about engaging in patient tobacco cessation interventions. Findings were mixed on the impact of experiential learning on OSCE performance, suggesting further research is needed. [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]

Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The assessment of practical knowledge (three-dimensional anatomical concepts) involves oral, spot, or objective structured practical examinations (OSPE). Finally, the application of anatomical knowledge to patients is tested mainly through objective structured clinical examinations (OSCE). The major focus of this study is the OSPE. Although many schools challenge students using this tool in practical examinations in the early phase of the curriculum, the true meaning of OSPE is frequently forgotten and it becomes, in reality, a spot examination. This article, for the first time, describes how the concept of the OSPE has evolved and is currently being used to assess the practical domain of anatomical knowledge in a problem-based curriculum at Alfaisal University College of Medicine. In addition, it describes the main differences from the spot examination, which is normally used in traditional medical curricula. The authors believe that the OSPE remains the most efficient tool to assess the practical aspects of anatomical knowledge in a system where basic knowledge is integrated with the clinical or functional part of anatomy. However, this contention only holds true if the OSPE process revolves around structured objectives. Anat Sci Educ 6: 125-133. © 2012 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

This study examined the reliability and predictive validity of a comprehensive, multidisciplinary objective structured clinical examination (OSCE) used to assess the transition from preclinical to clinical education in a dental school. The examination is administered prior to clinical training at the Columbia University College of Dental Medicine to assess student preparedness for patient care activity. The study population consisted of seventy-five students in the Class of 2010 and seventy students in the Class of 2011. The total reliability of the exam was assessed by Cronbach's coefficient alpha. Using polynomial regression, the predictive validity of the examination was evaluated by correlating student scores on the OSCE with clinical performance as measured by successfully completed clinical procedures during the first year of clinical training. Findings indicate a highly reliable exam (ct=0.86 and rx=0.80) with a moderately high correlation predicting future clinical performance (r=0.614, pO.0001; r=0.540, pO.0001) for the Classes of 2010 and 2011, respectively. The findings suggest that an OSCE can serve as a reliable and predictive assessment during the transition from preclinical to clinical education in the predoctoral dental curriculum. [ABSTRACT FROM AUTHOR]

This study at the Faculty of Dentistry, University of Jordan investigated and evaluated students' attitudes and opinions after attempting a dental objective structured clinical examination (OSCE) for the first time. The OSCE consisted of sixty-seven stations for fourth-year dental students. After the exam, students were asked to voluntarily complete a questionnaire designed to evaluate their attitudes and opinions about the exam. Of the 134 students who participated in the OSCE, 93.2 percent completed the questionnaire; 43.4 percent said they found the exam difficult and 56.6 percent found it easy (p=0.147). Seventy percent reported that the exam was objective, while 30 percent did not (p<0.001); 65.5 percent indicated that it was a better test than traditional patient-based tests, whereas 34.5 percent did not (p<0.001). Sixty-eight percent stated that there were too many stations, while 30.9 percent stated the number of stations was appropriate and 0.8 percent stated there were too few (p<0.001). Of these respondents, 75.6 percent reported the exam was organized, whereas 21.1 percent said the exam was not very well organized and 3.3 percent said the exam was not organized at all (p<0.001). Overall, the students responded that the OSCE was able to test their clinical judgment and skills and it was a better method for evaluating their clinical skills; most preferred to have such tests in the future. Although the students reported the exam had too many stations, they perceived that it was well organized and that the time allocated for each station was appropriate. These dental students perceived that the OSCE was a suitable method to test operative dentistry clinical judgment and skills. [ABSTRACT FROM AUTHOR]

The Objective Structured Clinical Examination ( OSCE) appears to be an effective alternative for assessing not only medical knowledge, but also clinical skills, including effective communication and physical examination skills. The purpose of the current study was to implement an OSCE model in a geriatrics fellowship program and to compare the instrument with traditional essay examination. Seventy first- and second-year geriatric fellows were initially submitted to a traditional essay examination and scored from 0 to 10 by a faculty member. The same fellows subsequently underwent an OSCE with eight 10-minute stations covering a wide range of essential aspects of geriatric knowledge. Each OSCE station had an examiner responsible for its evaluation according to a predefined checklist. Checklist items were classified for analysis purposes as clinical knowledge items ( CKI) and communication skills items ( CSI); fellow responses were scored from 0 to 10.Although essay examinations took from 30 to 45 minutes to complete, 180-200 minutes were required to evaluate fellows using the proposed OSCE method. Fellows scored an average of 6.2 ± 1.2 on the traditional essay examination and 6.6 ± 1.0 on the OSCE ( P < .001). Subanalyses of OSCE scores indicated that average performance on CKI was lower than the average on CSI (6.4 ± 1.1 vs. 8.4 ± 1.1; P < .001). Fellow performance on the essay examination was similar to their performance on CKI ( P = .13). Second-year fellows performed better than first-year fellows on the essay examination ( P < .001) and CKI ( P = .05), but not on CSI ( P = .25).The OSCE was successfully implemented as an educational strategy during a geriatrics fellowship program. Combining different testing modalities may provide the best assessment of competence for various domains of knowledge, skills, and behavior. [ABSTRACT FROM AUTHOR]

In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and clinical skills of three consecutive cohorts of medical students ( n = 538 in total) during their first two years were correlated. The anatomy competence was measured using a new marker, the Anatomy Competence Score (ACS) which was calculated with equal contributions from theory knowledge and its practical and clinical application. Proficiency in clinical skills was determined by OSCE performance marks for stations which examined physical examination and practical procedural skills. The possible compounding effect of students' general academic ability was investigated by using the overall performance mark for each student based on their performance in all subjects over the first two years of the medical curriculum. We found that the correlation between anatomy and clinical skills marks was weak to moderate. However, this correlation was virtually nullified once the effect of academic ability was accounted for. Although these findings suggest that anatomy education does not compliment early clinical education, the lack of complexity of clinical problems used in clinical skills assessments (OSCEs) during the early stages may well be the primary contributing factor to this finding. Anat Sci Educ. © 2012 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Objective: To investigate the effects and challenges of being a simulated patient (SP) in a high-stakes clinical examination context in a regional setting. Design: Mixed methods, using a written survey, focus groups, and a retrospective postal survey. Setting: A university clinical school in a Victorian regional city. Participants: Nineteen SP volunteers (from an existing database of 55 people) who had been involved in mid-year, summative Objective Structured Clinical Examination (OSCE) role-play performances. Main outcome measures: Challenges of the OSCE role-play experience and the reported effects on SPs. The implications of these factors have an impact on the sustainability of SP programs in regional settings. Results: Physical and emotional effects like exhaustion were reported, as well as empathy and concern for the medical students. The retrospective postal survey indicated that the SPs had no long-term negative effects from their high-stakes examination experiences. Participants also reported that a level of decision making and improvisation was needed in the performance of their OSCE role plays. Conclusions: Our study reveals the complexity and demands on SPs in performing in high-stakes clinical examinations. The results highlight that SP roles involve more than the transfer of scripted information. SPs should be considered as members of the examination team when preparing and implementing high-stakes examinations to assist in maintaining standardised performance during and across OSCE role plays. Relationships between SPs and educational institutes need to be nurtured to ensure that the ability to continue high-stakes OSCEs in a regional setting is maintained. [ABSTRACT FROM AUTHOR]

The objective structured clinical examination (OSCE) is being widely used for assessment of skills ill dental education around the world. In India, OSCE awareness is rising, and a few exploratory attempts have been made in its implementation. This article describes use of a five-station mini-OSCE for formative assessment of dental diagnostic and radiographic skills in an undergraduate curriculum. Besides gaining experience in OSCEs, the purpose of this project was to study their validity, objectivity, feasibility, acceptability to students and faculty, and impact on student performance. The mini-OSCE was found to be a fairly valid and reliable tool for formative assessment, though it required more planning, preparation, and resources than other means of assessment. A specially developed orientation module improved its feasibility. The nineteen students perceived it to be a meaningful examination and a fair method due to uniformity of tasks and time allocation; they found the scoring to be transparent and objective. The specific and immediate feedback received was appreciated by both students and faculty members. [ABSTRACT FROM AUTHOR]

Introduction: An objective structured clinical examination (OSCE) has been implemented in preclinical dentistry. It was taken at an early stage (propaedeutics course). The objectives of this study were to evaluate the reliability, validity, and feasibility of the examination, and the effect of circuit number on OSCE score. Methods: The OSCE was designed by an expert committee on the basis of prereviewed blueprints and checklists. Eleven stations formed an interdisciplinary circuit. Six groups of students (n = 62) passed sequentially round the same circuit. Statistical analysis was performed by using SPSS. Reliability was determined by measurement of internal consistency (Cronbach's α, Guttman's »2), standard error of measurement (SEM) (comprising generalisability index α, dependability index φ and passfail reliability pc), consistency coefficient κ, itemscale correlation (Pearson correlation), and, because the unidimensionality of the stations could not be assumed, factor analysis including varimax rotation. Convergent validity (Pearson correlation, t-test), and predictive validity for future preclinical courses and the final preclinical examination were assessed by analysis of variance (ANOVA). The effect of the circuit number on score improvement was calculated, including a correction for the general competence of the students (ANOVA). Cost was calculated on the basis of the time invested. Results: Fifty-three out of sixty-two students passed the OSCE (mean score: 67%, SD 7.7, range, 47-81). Scores for each station correlated significantly with total scores (r = 0.35-0.54, P < 0.01). For internal consistency, α = 0.75 (relative SEM 3.8) and λ2 = 0.766. The dependability index was φ= 0.694 (absolute SEM 4.4), pc = 0.89 and κ = 0.61. Factor analysis yielded two components: dental-materials-oriented stations and all other stations (explained variance 43%). Scores correlated significantly with success in passing practical tests (i.e. performing dental procedures under examination conditions) (known group validity, P < 0.01) and with scores for subsequent courses and the final preclinical examination (Physikum) (predictive validity, P < 0.001). Later groups performed 4% better on average (CI 95%: 1.2-6.8%; P < 0.01). The cost was 181 Euro per student. Conclusions: The OSCE is reliable and valid in the context of preclinical dentistry. The cost is substantial. The problem of improvement of students' results with ascending circuit number has to be addressed. [ABSTRACT FROM AUTHOR]

Aim: To describe the use of a preclinical Objective Structured Clinical Examination for the assessment of clinical skills in undergraduate dietetic students. Methods: The Objective Structured Clinical Examination is a well-established assessment tool in medicine, nursing and some allied health disciplines, but has been rarely used in either formative or summative assessment of dietetic students. This paper describes the development, implementation and evaluation of a preclinical Objective Structured Clinical Examination for dietetic students. Results: Students' performance in a preclinical Objective Structured Clinical Examination was assessed over a six-year period in successive student cohorts. Performance in the Objective Structured Clinical Examination was significantly related to their performance at their first clinical placement. Conclusions: A preclinical dietetic Objective Structured Clinical Examination allows problems arising during the teaching of basic clinical skills to be noted and corrected. In addition, a preclinical Objective Structured Clinical Examination identifies students requiring additional support on placement. [ABSTRACT FROM AUTHOR]

Background: Growing requirements to train more dietetic students greatly increase the teaching burden on clinical supervisors. This may be reduced if students can develop basic nutrition assessment skills before they commence clinical placement. To test achievement of these skills by Australian dietetic students, a preclinical objective structured clinical examination (OSCE) was developed. Performance at this OSCE was then compared with the performance at first clinical placement. Methods: An OSCE was developed to test preclinical skills during the third year of a 4-year dietetic degree. Learning outcomes relating to nutritional assessment skills were assessed via a 1-h preclinical examination. Student application of these skills was then assessed after the first clinical placement, when performance was compared with the results at the preclinical OSCE. Results: One hundred and ninety-three students completed the preclinical OSCE and first clinical placement during the period 2002–2007. A strong relationship was observed for individual student scores at the OSCE and the score achieved at the end of clinical placement (β = 0.66; 95% confidence interval = 0.46–0.86; P < 0.0001). This relationship was maintained even when outliers were removed. No specific year effect was apparent. Conclusions: A third-year preclinical dietetic OSCE was found to be a valuable method of formative assessment for assisting dietetic students with the preparation for their first clinical placement. It aided the early identification of those students who are likely to do less well on their first clinical placement. [ABSTRACT FROM AUTHOR]

Objectives: The authors piloted unannounced standardized patients (USPs) in an emergency medicine (EM) residency to test feasibility, acceptability, and performance assessment of professionalism and communication skills. Methods: Fifteen postgraduate year (PGY)-2 EM residents were scheduled to be visited by two USPs while working in the emergency department (ED). Multidisciplinary support was utilized to ensure successful USP introduction. Scores (% well done) were calculated for communication and professionalism skills using a 26-item, behaviorally anchored checklist. Residents’ attitudes toward USPs and USP detection were also surveyed. Results: Of 27 USP encounters attempted, 17 (62%) were successfully completed. The detection rate was 44%. Eighty-three percent of residents who encountered a USP felt that the encounter did not hinder daily practice and did not make them uncomfortable (86%) or suspicious of patients (71%). Overall, residents received a mean score of 60% for communication items rated “well done” (SD ± 28%, range = 23%–100%) and 53% of professionalism items “well done” (SD ± 20%, range = 23%-85%). Residents’ communication skills were weakest for patient education and counseling (mean = 43%, SD ± 31%), compared with information gathering (68%, SD ± 36% and relationship development (62%, SD ± 32%). Scores of residents who detected USPs did not differ from those who had not. Conclusions: Implementing USPs in the ED is feasible and acceptable to staff. The unpredictability of the ED, specifically resident schedules, accounted for most incomplete encounters. USPs may represent a new way to assess real-time resident physician performance without the need for faculty resources or the bias introduced by direct observation. [ABSTRACT FROM AUTHOR]

Objective: To measure the levels of anxiety, self-perception of preparation and expectation for success induced by an objective structured clinical examination (OSCE), a written examination and a preclinical preparation test, and to examine the effects of the three predictive variables on the outcome of the assessments. Materials and methods: Test anxiety was measured with Spielberger’s state anxiety inventory. Preparation for the assessment and expectation to succeed were quantified with 4-point Likert scales. The questionnaire was completed during an OSCE, a written examination, a preclinical crown and bridge preparation test and a non-examination situation. Results: The OSCE was a most anxiety-provoking assessment method and students prepared more for the OSCE than for the other examinations. The expectation to succeed was also higher for the OSCE. State anxiety during the OSCE was associated with the level of preparation but not with scores obtained. The state anxiety during a written examination showed a positive relation with the scores obtained, but not with preparation or expectation to succeed. During the preclinical test, state anxiety showed a positive association with the preparation and expectation to succeed, but not with the scores for this test. No significant gender effects were observed for the state anxiety, level of preparation or the expectation to pass the examination. In the written examination female students scored significantly higher than male students. Such a gender effect was not found for the scores of the OSCE or the preclinical test. Conclusion: State anxiety was elevated during all three assessment methods. However, anxiety was not predictive of performance outcome in the OSCE, written examination or preclinical preparation test. [ABSTRACT FROM AUTHOR]

Aim: Aim of this study is to elucidate which standard setting method is optimal to prevent incompetent students to pass and competent students to fail a dental Objective Structured Clinical Examination (OSCE). Material and methods: An OSCE with 14 test stations was used to assess the performance of 119 third year dental students in a training group practice. To establish the pass/fail standard per station, three standard setting methods were applied: the Angoff I method, the modified Angoff II with reality check and the Borderline Regression (BR) method. For the final decision about passing or failing the complete OSCE, three methods were compared: total compensatory (TC), a partial compensatory (PC) within clusters of competence and a non-compensatory (NC) model. The reliability of the pass/fail standard of the three methods was indicated by the root mean square error (RMSE). As a criterion measure, a sample of the students ( n = 89) was rated in the clinic by their instructors and accordingly these students were divided into two groups: competent and incompetent students. The students’ clinical rating (considered for this study as ‘true qualification’) was compared with the pass-fail classification resulting from the OSCE. Undeserved passing of an incompetent student was considered as more damaging than failing a competent student. Results: The BR method showed more acceptable results than the two Angoff methods. In terms of pass rate the BR method showed the highest pass rates: for the TC model the Angoff method I and II and the BR showed pass rates of 86.6%, 86.6% and 97.5% respectively. For the PC model the pass rates were 30.3%, 34.5% and 61.3%, and for the NC model the pass rates were 0.8%, 1.7% and 7.6%. The BR method showed lower RMSEs (higher reliability): for the TC model the RMSEs were 1.3%, 1.0% and 0.3% for the Angoff I, Angoff II and BR method respectively, and for the PC model the RMSE of the clusters of competence range was 2.0—3.7% for Angoffs I; 1.8—2.2% for Angoff II and 0.6—0.7% for the BR method. In terms of incorrect decisions, the BR method had a higher loss due to incorrect decisions for the TC model than for the PC model which is in accordance with the results of other studies in medical education. Conclusions: Therefore we conclude that the BR method in a PC model provides defensible pass/fail standards and seems to be the optimal choice for OSCEs in health education. [ABSTRACT FROM AUTHOR]

As part of the development of a curriculum for medical students and rehabilitation residents at New York University School of Medicine, an Objective Structured Clinical Examination (OSCE) station was developed for formative evaluation. The goal was to determine the existing knowledge and competence of medical students and rehabilitation residents in the analysis and treatment of a geriatric patient with a history of falls. This OSCE station was designed to focus on three specific clinical skills needed in assessing the elderly faller. The OSCE station was a standardized patient (SP) encounter with a 75-year-old man presenting with falls. Seventy-five medical students and 41 rehabilitation medicine residents participated in the study. There was high agreement between the SP and a geriatric physician used to assess performance on gait (Cronbach alpha=0.918) and orthostatic blood pressure (Cronbach alpha=0.887) assessment. Of the medical students, 43.5% did not check orthostatic blood pressure, 56.8% did not evaluate gait, and 92.0% did not consider assistive device prescription. Only 20.0% checked both orthostatic blood pressure and gait. Likewise, 73.8% of residents did not check orthostatic blood pressure, 38.1% did not evaluate gait and 92.9% did not consider assistive device prescription. Only 19.0% checked both orthostatic blood pressure and gait. The results of this examination are alarming and suggest that education regarding the approach to an elderly person who falls is inadequate, leaving students and residents poorly prepared to take care of the “silver tsunami.” [ABSTRACT FROM AUTHOR]

In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth Section, findings from this survey are discussed within the context of competencybased education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education. [ABSTRACT FROM AUTHOR]

This article considers the effects of two different types of educational programme on community nurse clinical practice in venous ulceration. One group of nurses (the experimental group) attended an educational programme designed to take account of training needs and learning styles. A second group of nurses (the control group) attended a standardised educational programme. A multiple-choice question examination and Objective Structured Clinical Examination were used to measure knowledge and skills. Kolb’s Learning Styles Inventory was used to measure learning styles. Findings were that experimental nurses failed to show improved post-intervention clinical practice compared with the control group. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship among dental students' performance on the National Board Dental Examination (NBDE Parts I and II), comprehensive written multiple-choice question examinations (MCQ examinations), and objective structured clinical examinations (OSCEs) administered at the Harvard School of Dental Medicine (HSDM). Outcomes were measured during the third and fourth years at HSDM for the classes of 2006 and 2007. Three separate OSCE exams and two comprehensive MCQ examinations are administered during years 3 and 4 at HSDM per class. The study group was made up of sixty-two students (thirty-two females and thirty males). The average NBDE Parts I and II scores of the study population were 93.32 ±4.02 and 84.63 ±4.25, respectively, and were associated with outcomes on all three OSCE examinations (p≤0.044). However, using multiple regression models, the only statistically significant association occurred between NBDE Part 11 and OSCE 2 (p=0.003). Analysis showed that didactic predictors (NBDE Parts 1 and 11 and comprehensive MCQ examinations) explained 20.4 to 22.1 percent of the variability in OSCE scores. These results suggest that performance on OSCE examinations is not highly correlated with performance on NBDE Parts I and II and HSDM-administered MCQ examinations. The findings suggest that OSCE examinations are more likely to measure other qualities such as problem-solving ability, critical thinking, and communication skills. [ABSTRACT FROM AUTHOR]

Rationale, aims and objectives A valid tool to measure clinical competency early in medical school could identify students who may require special educational attention. The overall aim is to assess the relationship between students’ scores on an objective structured clinical examination (OSCE) given in the second year of medical school and their subsequent performance on Step 2 of the United States Medical Licensing Examination (USMLE Step 2). Methods Participants were 390 second-year medical students participating in a required OSCE; complete data (Medical College Admission Test, OSCE, USMLE Step 1 and Step 2 scores) were available for 340 students (87%). Univariate correlations and linear regression analyses were performed. Results Total OSCE score was moderately correlated with USMLE Step 2 score ( r = 0.395, P < 0.001), as were two skills subscores of the OSCE, differential diagnosis ( r = 0.343, P < 0.001) and identification of abnormality ( r = 0.322, P < 0.001). In linear regression analysis, neither OSCE total score nor any of the subscores independently predicted Step 2 scores; only Step 1 score (β = 0.687, P < 0.001) and female sex (β = 0.152, P < 0.001) remained independent correlates of Step 2 score. Conclusion OSCEs early in medical school can be useful in the early assessment of clinical competence. [ABSTRACT FROM AUTHOR]