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Abstract: The objective structured clinical examination (OSCE) is effective for the evaluation of clinical competence. Studies examining the use of OSCEs in undergraduate mental health nursing education in the United States are limited. A pilot study and a follow-up study were conducted to establish the reliability and validity of a mental health OSCE to evaluate the clinical competence of prelicensure nursing students. International Nursing Association for Clinical Simulation and Learning Standards of Best Practice were used to guide the design and implementation. Results from both studies provide evidence for the use of OSCE in undergraduate mental health nursing education., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Background: The ongoing changes in learning and education towards digitalisation have been rapidly accelerated by the COVID-19 pandemic. Especially in dental education where contact to the oral cavity is an integral part of training the chosen digital examination methods and training formats must undergo high requirements to full fill the goal of a real alternative to face-to-face exams. Therefore, this study compared student performance in a newly developed Tele-OSCE with a prior OSCE examinations in presence within an oral- and maxillofacial surgery curriculum. Methods: Study participants were fourth-year (in a five year curriculum) dental students and board certified maxillofacial surgeons (examiners) that took part in a newly developed Tele-OSCE that comprised three five-minute stations (structured facial examination, management mandibular fracture and squamous cell carcinoma) using the zoom® software. Student performance was measured using validated OSCE-Checklists and compared to a previous OSCE examination from the winter term 2019 with the same OSCE stations that was conducted in presence. Significant differences were tested using the Mann-Whitney U test. Furthermore, the new Tele-OSCE was evaluated by students and examiners using previously developed questionnaires.Results: Sixty-six dental students (study group: n=34, summer term 2021, control group: n=32 winter term 2019) and nine examiners participated in the study. Compared to previous non-pandemic OSCEs, there were no significant (p=0.53) differences in overall student performance. Evaluation of the Tele-OSCE showed that the demonstration and rating of practical skills was limited due to missing standard patients or phantoms, however, students did not fear to be misjudged. The demonstration and rating of anamnestic and consultation competencies was seen as unproblematic by students and examiners. Discussion: This pilot-study showed the feasibility of a Tele-OSCE as a formative examination in dental education. However, both students and examiners felt that the demonstration and assessment of practical skills was limited due the new examination format. Nevertheless, Tele-OSCEs might offer an alternative to enable students to complete their dental training.

Objectives This study investigates the effectiveness of a virtual format of an advanced communication skills observed structured clinical examination (OSCE) for senior medical students in comparison to an in-person format. The study also examines the emotional support students experience in the virtual setting. Our analysis was based on quantitative data collected through objective checklists and post-OSCE survey results. Methods The virtual OSCE was a revision of an earlier in-person formative advanced communication skills OSCE for fourth-year medical students. Student performances were assessed by self and peers using objective checklists—the modified Master Interview Rating Scale (mMIRS) and Communication Behavior Checklist (CBC). The mMIRS measured interview process such as avoiding jargon and demonstrating empathy. The CBC examined interview content which included tasks specific to the content of the case. The OSCE was followed by a faculty-led debrief and quantitative survey. The virtual OSCE was conducted in 2021, and the results of the checklists and survey were compared with those collected from two earlier in-person OSCEs. Results Eighty-three students participated in the virtual OSCE. There was no difference in mMIRS scores between the virtual and in-person OSCE. Overall CBC scores were lower in the virtual OSCE compared to in-person ( p

Objective To set up methods of objective structured clinical examination (OSCE) for application in the assessment of clinical competencies of residents trainees in standardized training of anesthesiology. Methods Designed OSCE assessment stations, including writing medical records, training standardized patients, as well as creating forms for assessment scoring. All third-year residents attended the OSCE in 2018 and 2019. At the end of the exams, the residents' performance was evaluated according to the preset score forms. Results Six stations were set up for OSCE, including oral examination, endo-tracheal intubation, spinal anesthesia, deep vein catheterization, cardiopulmonary resuscitation and preoperative interview, the OSCE lasted for 70 minutes. Totally 44 residents took part in OSCE and all passed examination. Compared with the results of oral exam, clinical skills and preoperative interview, the results showed that the score of clinical skills was significantly higher than that of oral exam and preoperative interview (P＜0.01), the score of oral exam was significantly lower than that of preoperative interview station (P＜0.01). There were moderate positive correlations between oral exam and clinical skill, clinical skill and preoperative interview, and between oral exam and preoperative interview. Conclusions Clinical competence of anesthetic residents can be assessed by OSCE in multiple aspects, which provides an effective examination method for residents training in anesthesiology.

Aim: Assessments of practical clinical competencies pose a challenge during the COVID-19 pandemic. Reports about OSCE stations administered online show that, despite technical feasibility and acceptance, there is a lingering desire for in-person assessments. Barriers and challenges must therefore also be identified in regard to the future integration of digital competencies into the curriculum. Based on a study investigating the feasibility and acceptance of an online OSCE anamnesis station and the descriptions given by students, simulated patients and examiners of the challenges and limitations, we make recommendations for necessary future adaptations to anamnesis training and testing in the context of telemedicine.Method: We surveyed students after completion of an OSCE anamnesis station, adapted to the telemedical setting, that was administered as an alternative assessment to 149 students via Zoom. Using semi-structured interviews, we analyzed the resulting challenges and limitations as seen by all of the participants.Results: We confirm the existence of good technical and organizational feasibility, positive learning experiences through feedback, the acquisition of clinical competencies, and a high acceptance of this format as an alternative assessment during the pandemic. Using the semi-structured interviews, it was also possible to analyze additional categories that identify necessary adaptations of this type of format.Conclusion: Adaptation of the content-based training for all of the participants and a targeted revision of the checklists, e.g., regarding communication techniques in a telemedicine setting, is required due to the effects of the online format on communication and interactions between students and simulated patients.

Fieldwork education is an integral part of the educational process in occupational therapy and assessing student competency at the end of fieldwork is important. The aim of this study was to design and conduct an Objective Structured Clinical Examination (OSCE) based on the Occupational Therapy Practice Framework (OTPF) for occupational therapy students on Level II fieldwork in Iran. A seven-station OSCE was designed and conducted with 13 students. Face and content validity of the exam scenarios and grading checklists was assessed via faculty review. The correlation between scores from each station and total OSCE scores were obtained to assess construct validity. Inter-rater reliability between two independent examiners at each OSCE station was determined. The participants’ (including both students and examiners) reactions to and learning from the exam was assessed using a self-report questionnaire that included participants' attitudes, satisfaction, and emotional response to the OSCE. Finally, a focus group of 12 examiners was conducted to examine the strengths and weaknesses of the exam. It was ascertained that the OSCE had good and acceptable face, content, and construct validity as well as inter-examiner reliability. All students reported that the exam was stressful, and most students (n=8, 61%) and examiners (n=5, 42%) reported there was not enough time for each station. Strength and weaknesses of the exam as related to the exam condition, exam content, students, and examiners were reported. Based on the qualitative and quantitative analysis of the results, in order to use OSCE as a method of evaluating occupational therapy students, some changes should be applied.

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

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

Abstract Background The Covid pandemic and associated lockdown forced medical schools globally not only to deliver emergency remote teaching, but to consider alternative methods of high stakes assessment. Here we outline our approach to the resit virtual OSCE (“VOSCE”) for final year medical students that we undertook during “lockdown” in the current pandemic. Methods The original ‘pre Covid’ examination blueprint was reviewed and modified for the virtual environment in both format and content. In anticipation of the new format delivery, a number of pre-training sessions took place for all parties, and standardised templates were developed. Results A total of 9 students undertook the VOSCE, which took the form of a two-part exam (a communication and clinical examination component, and a practical procedures component). The VOSCE was completed by all students, examiners, simulated patients and invigilators on an online digital platform with no issues with regards to technical problems. Conclusions A total of 6 students passed the VOSCE and as such progressed to graduation. The limitation of assessing some particular types of skills across the remote format (such as practical procedures) was recognised. The training and the templates developed were helpful in case the VOSCE format needs to be adopted in future at short notice and/or expanded in future.

This quantitative study investigated the influence of marital status on the midwives' attitude towards OSCE and how this affects their performance in the examination. Two hypotheses guided the study. HO 1 sort to find out if there exist a significant influence of marital status of midwives on their attitude towards OSCE as well as performance in the examination and HO 11 states: there is no significant joint influence of midwives' attitude and marital status on their performance in OSCE. Ex-post facto design was used to carry out the study. 502 midwives from 8 institutes of midwifery education in Akwa Ibom & Cross River states were engaged in the study. Two validated instruments, OSCE stake holders' questionnaire (OSCEQ) and Achievement test on OSCE were used to collect data for the study. Data were analyzed using linear regression analysis of variance (ANOVA). The findings show that marital status significantly influences midwives' perception of OSCE. However, there is no significant influence of marital status on midwives' attitude towards OSCE. The implication of these findings is, it will be useful and helpful to midwife educators in counseling of new midwifery students on OSCE.

Background: Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). Methods: The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. Results: The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p

BackgroundDuring 2020, the COVID-19 pandemic caused worldwide disruption to the delivery of clinical assessments, requiring medicals schools to rapidly adjust their design of established tools. Derived from the traditional face-to-face Objective Structured Clinical Examination (OSCE), the virtual OSCE (vOSCE) was delivered online, using a range of school-dependent designs. The quality of these new formats was evaluated remotely through virtual quality assurance (vQA). This study synthesizes the vOSCE and vQA experiences of stakeholders from participating Australian medical schools based on a Quality framework.MethodsThis study utilized a descriptive phenomenological qualitative design. Focus group discussions (FGD) were held with 23 stakeholders, including examiners, academics, simulated patients, professional staff, students and quality assurance examiners. The data was analyzed using a theory-driven conceptual Quality framework.ResultsThe vOSCE was perceived as a relatively fit-for purpose assessment during pandemic physical distancing mandates. Additionally, the vOSCE was identified as being value-for-money and was noted to provide procedural benefits which lead to an enhanced experience for those involved. However, despite being largely delivered fault-free, the current designs are considered limited in the scope of skills they can assess, and thus do not meet the established quality of the traditional OSCE.ConclusionsWhilst virtual clinical assessments are limited in their scope of assessing clinical competency when compared with the traditional OSCE, their integration into programs of assessment does, in fact, have significant potential. Scholarly review of stakeholder experiences has elucidated quality aspects that can inform iterative improvements to the design and implementation of future vOSCEs.

Background: Only a few studies with small sample sizes have compared electronic Objective Structured Clinical Examination (OSCE) rating checklists with traditional paper-based OSCE rating checklists. In this study, the examiner-perceived usability and preference for type of OSCE checklist (electronic vs. paper based) were compared, and the influence of OSCE checklist type on missed ratings was determined, for the Swiss Federal Licensing Examination in clinical skills for human medicine.Methods: All examiners in the Swiss Federal Licensing Examination in clinical skills for human medicine were invited over two subsequent years to evaluate the OSCE checklist type they had worked with during the examination. This was based on a questionnaire with 14 closed questions (i.e., demographic, checklist-type experience, perceived usability, checklist type preference). Furthermore, the numbers of missed ratings for the paper-based checklist were recorded.Results: The data from these examiners (=377) with experience of both OSCE checklist types were analyzed. The electronic OSCE checklist was rated significantly higher on all usability aspects (i.e., ease of use, candidate rating and error correction, clarity, distraction using the checklist, overall satisfaction), except for the speed of registering comments (no significant difference). The majority of the examiners in both years (2014: 54.5%, =60, 2015: 89.8%, =230) reported preference for working with the electronic OSCE checklist in the future. Missed ratings were seen for 14.2% of the paper-based OSCE checklists, which were prevented with the electronic OSCE checklists.Conclusions: Electronic OSCE checklists were rated significantly more user-friendly and were preferred over paper-based OSCE checklists by a broad national sample of examiners, supporting previous results from faculty-level examinations. Furthermore, missed ratings were prevented with the electronic OSCE checklists. Overall, the use of electronic OSCE checklists is therefore advisable.

Letter To Editor

Introdução: Um dos maiores desafios do jovem médico é criar a habilidade de comunicação de más notícias. A hematologia, por lidar com patologias de natureza maligna e com prognóstico reservado, é uma disciplina onde esta habilidade pode ser explorada. O exame clínico objetivo e estruturado (OSCE) é uma ferramenta extremamente útil para trabalhar essas questões com os alunos de graduação em medicina. Materiais e métodos: O OSCE foi aplicado para os alunos regularmente matriculados na disciplina de hematologia da UFPB no período letivo de 2022.2. A questão relatava o caso clínico de um engenheiro de 34 anos que apresentava adenomegalias cuja biopsia revelava ser um linfoma folicular. O paciente era interpretado por uma ator treinado e o aluno assumia o papel do médico. O aluno tinha que informar o diagnóstico e responder as perguntas do paciente, dentre elas se a doença tinha cura. Cada aluno tinha 10 minutos para completar a questão e eram avaliados pelo professor da disciplina. Resultados: Cinquenta alunos participaram do OSCE, apenas 20 (40%) conseguiram informar o diagnóstico de forma correta, com 12 (24%) não informando da natureza maligna da doença. Um total de cinco alunos (10%) souberam informar de forma precisa sobre a curabilidade da doença e apenas um aluno (2%) conseguiu completar a questão. Discussão: Durante o curso de graduação de medicina faltam oportunidades para se trabalhar a comunicação de más notícias. Mais da metade dos estudantes não souberam informar o diagnóstico de forma correta por usarem de expressões como “doença do sangue” ao invés de serem precisos no nome e na natureza da doença. A vasta maioria hesitou em informar que a doença não tem cura optando por desviar da pergunta. Também foi perceptível que a maioria não encarou o paciente nos olhos e não soube consolar o paciente. Embora o fato de estar sendo avaliado seja um fator que pode afetar o desempenho do aluno, o baixo desempenho global alerta para que iniciativas que reforcem as habilidades de comunicação sejam implementadas nos cursos de medicina. Conclusão: A disciplina de hematologia é uma oportunidades de trabalhar a habilidade de comunicação dos estudantes de medicina podendo ser as avaliações do tipo OSCE uma ferramenta útil.

This article introduces a special issue on the OSCE High Commissioner on National Minorities (HCNM) and their work over the past thirty years. It emphasizes the importance of the staff, offices, and departments behind the scenes, as well as the long-term efforts to build international legal order. The special issue includes articles that explore different aspects of the HCNM's work, including interviews with past and present High Commissioners and an analysis of the office's field projects. The article also discusses the HCNM's role in conflict prevention and its contribution to building a strong legal order for minority issues in Europe. It acknowledges the limitations of the HCNM's ability to enforce norms and questions the effectiveness of the OSCE and HCNM in preventing conflicts related to ethnic minority issues, particularly in light of the crisis surrounding Russia's invasion of Ukraine. The text concludes by stating that the HCNM's effectiveness will be assessed in the future based on how it weathers the current crisis. [Extracted from the article]