Search

The psychiatric interview serves as the cornerstone of psychiatric practice. It is therefore essential that we find effective ways of teaching students how to conduct a psychiatric interview. The present paper arises from two faculty members at Memorial University of Newfoundland and Labrador considering how to improve the quality of teaching of the psychiatric interview to preclerkship undergraduate medical students, before they begin the clinical portion of their training. The interview is taught in discrete pieces initially (e.g., discussing confidentiality, screening for suicidal ideation, taking a history for depressive disorders, etc.) before being assembled into a whole interview. The sessions are led by psychiatrists and residents who play the role of the patient. They use prewritten cases but can improvise to challenge or direct the students. Students receive real time feedback. The flexibility allows for students to repeat and vary their approach in response to feedback. Anonymous course evaluations showed improvement in student satisfaction with the new psychiatry clinical skills teaching. Prior to implementing the new approach student satisfaction was at 3.9/5. With the new method scores improved to 4.7/5 and 4.5/5 in the following two years. Clinical skills OSCE scores remained stable with modest improvement following implementation. The class average was 8.5 in the year prior to implementation and were 9.1, 8.6 and 8.8 in the years following. As a side benefit, the approach lent itself well to being delivered remotely so it continued to function well during the disruption resulting from COVID-19. [ABSTRACT FROM AUTHOR]

Background: Effective clinical communication skills are essential for dietitians as it impacts patient outcomes and satisfaction across diverse clinical and public healthcare settings. Despite its importance as a core competency, many dietetics programs, including those in Taiwan, need to provide sufficient training in this area. This study aimed to develop and assess a scenario-based simulation course to improve communication skills in dietetic students. Methods: A non-randomized control group pretest–posttest design was used. The intervention consisted of a 12-week scenario-based simulation communication course divided into three units employing diverse teaching methods. One hundred nineteen third-year dietetic students from two universities were enrolled through convenience sampling, with 59 students in the experimental group and 60 in the control group. The experimental group participated in the course intervention, whereas the control group received no clinical communication skills training. Effectiveness was assessed by comparing participants' self-assessment of communication skills and Objective Structured Clinical Examination (OSCE) scores before and after the intervention and collecting feedback on learning satisfaction. Data were analyzed using paired t-tests and ANCOVA. Results: The results showed that the post-test scores of the experimental group were significantly higher than those of the control group in terms of self-assessed clinical communication confidence, self-efficacy, and competence after controlling for pre-test scores. In the experimental group, the post-test OSCE scores were significantly higher than the pre-test scores, except for one item related to the nutrition assessment of diabetes. The intervention course's average learning satisfaction score was above 4.4 (out of 5 points). Conclusions: This course effectively enhanced dietetic students' clinical communication confidence, self-efficacy, and communication skills. These results can provide a reference for integrating clinical communication courses into undergraduate dietetics curricula. [ABSTRACT FROM AUTHOR]

Introduction: The technical development of ultrasound devices based on silicon chips has revolutionized ultrasound examinations, leading to the implementation of these portable handheld devices (PUD) in different medical fields. However, training on these devices is necessary to assure appropriate use and ensure valid results. While training programs for the use of conventional standard ultrasound devices (SUD) have been described, no training program for these handheld devices has been developed thus far. Methods: A training program for obstetric ultrasound examination was modified through the addition of an extra module focusing on the use of these PUDs. After the module the students had to attend an OSCE in which their skills of using the PUD and the SUD were tested and analyzed by applying the agreement rate, the intraclass correlation coefficient (ICC) and Bland–Altman plots. Furthermore, the students' ultrasound results were compared with those of trained physicians by employing the one-sample Student's t-test. After the OSCE, the students answered a survey regarding their experience and their expected use of these devices. Result: An agreement of one hundred percent was reached for basic parameters such as fetal position, placental position, fetal heartbeat and for the classification of the amniotic fluid. The ICC showed a good to moderate agreement between the results of fetal biometry achieved by SUD and PUD. The T-test results confirmed a high reliability between the physicians' results and the students' results, independent of the used device. The students remarked a good handling of the ultrasound devices and supported the use in their future specialties. Discussion: The reliability between the examinations using the SUD and PUD were high but lower than the results observed for trained physicians. Therefore, the implementation of an additional module for portable ultrasound teaches the students to reliably examine basic obstetric parameters and provides a solid basis for further training and improvement of ultrasound skills in use of PUD. [ABSTRACT FROM AUTHOR]

OBJECTIVES: This study investigates the differences between in-person versus virtual format of an advanced communication skills OSCE through thematic analyses of post-OSCE debrief transcripts. METHODS: Two cohorts of senior medical students participated in either a 2019 in-person or 2021 virtual advanced communication skills OSCE. Students were grouped in triads and rotated through three of five possible cases. Afterwards, students participated in a faculty-led debrief (in-person in 2019, virtual in 2021). Inductive thematic analysis was used to compare the themes and the ratio of comments related to the themes were compared between the virtual and in-person OSCEs. RESULTS: Thematic analyses for both in-person and virtual OSCEs identified the same four major themes (Case Review, Emotional Response, Feedback, and Reflection) and 11 subthemes. However, the ratio of comments related to Case Review was lower in the virtual OSCE compared to in-person (P <.0001). Analysis of subthemes within Case Review revealed the percentage of comments was higher for Content and lower for Challenges in the virtual OSCE compared to in-person (both P <.0001). There were no differences in the ratios of comments related to Emotional Response, Feedback, and Reflection, or their subthemes. CONCLUSION: A virtual advanced communications skills OSCE for medical students showed identical qualitative themes to that from a prior in-person OSCE. However, students in the virtual OSCE focused more on matter-of-fact discussions about case content and less about the challenges they experienced. The findings suggest that some medical students may struggle with experiential learning in the virtual format, and have difficulty accessing or practicing their reflective observation skills based on Kolb's learning theory. Differences may be attributable to the additional cognitive load in the virtual setting, inadequate structural safeguards, and/or other limitations of virtual communication. [ABSTRACT FROM AUTHOR]

The article is devoted to the analysis of the understanding of the police (police functions) in the standards of the Council of Europe. Particular attention is paid to the fact that the police (police functions) are understood taking into account the dynamic changes that occur in the globalized world and are associated with new manifestations of crime. It is noted that the understanding of the place of the police in the system of bodies of the modern state is affected by new trends in the management sphere, which demonstrate the requirements of transparency, efficiency and depoliticization for police structures established by law. The understanding of «police activity as a public service» is defined in the following way: «The main duties of the police are to maintain public peace and order; protect the fundamental rights and freedoms of the individual, especially life; prevent and detect crimes; reduce the level of fear; and provide assistance and services to the public.» Progress towards a democratic basis for policing is achieved when there is a shift "from a control-oriented to a service-oriented approach", where the main focus of law enforcement agencies is on active crime prevention. The OSCE Strategic Concept on the elimination of threats posed by criminal activities names the following types of such activities, organized crime, in particular, the OSCE promotes specialized training in the field of criminal prosecution for law enforcement agencies and other elements of the criminal justice system, including with a view to expanding the range of methods that have proven effective in cases related to organized crime, in particular, promoting policing strategies aimed at the early detection of radicalism and violent extremism, as well as at the deradicalization and reintegration of militant extremists into society, illicit drugs and chemical precursors (development of effective and comprehensive strategies to combat drug smuggling and diversion of chemical precursors, trafficking in human beings. [ABSTRACT FROM AUTHOR]

Abstract The psychiatric interview serves as the cornerstone of psychiatric practice. It is therefore essential that we find effective ways of teaching students how to conduct a psychiatric interview. The present paper arises from two faculty members at Memorial University of Newfoundland and Labrador considering how to improve the quality of teaching of the psychiatric interview to preclerkship undergraduate medical students, before they begin the clinical portion of their training. The interview is taught in discrete pieces initially (e.g., discussing confidentiality, screening for suicidal ideation, taking a history for depressive disorders, etc.) before being assembled into a whole interview. The sessions are led by psychiatrists and residents who play the role of the patient. They use prewritten cases but can improvise to challenge or direct the students. Students receive real time feedback. The flexibility allows for students to repeat and vary their approach in response to feedback. Anonymous course evaluations showed improvement in student satisfaction with the new psychiatry clinical skills teaching. Prior to implementing the new approach student satisfaction was at 3.9/5. With the new method scores improved to 4.7/5 and 4.5/5 in the following two years. Clinical skills OSCE scores remained stable with modest improvement following implementation. The class average was 8.5 in the year prior to implementation and were 9.1, 8.6 and 8.8 in the years following. As a side benefit, the approach lent itself well to being delivered remotely so it continued to function well during the disruption resulting from COVID-19.

Abstract Background Effective clinical communication skills are essential for dietitians as it impacts patient outcomes and satisfaction across diverse clinical and public healthcare settings. Despite its importance as a core competency, many dietetics programs, including those in Taiwan, need to provide sufficient training in this area. This study aimed to develop and assess a scenario-based simulation course to improve communication skills in dietetic students. Methods A non-randomized control group pretest–posttest design was used. The intervention consisted of a 12-week scenario-based simulation communication course divided into three units employing diverse teaching methods. One hundred nineteen third-year dietetic students from two universities were enrolled through convenience sampling, with 59 students in the experimental group and 60 in the control group. The experimental group participated in the course intervention, whereas the control group received no clinical communication skills training. Effectiveness was assessed by comparing participants' self-assessment of communication skills and Objective Structured Clinical Examination (OSCE) scores before and after the intervention and collecting feedback on learning satisfaction. Data were analyzed using paired t-tests and ANCOVA. Results The results showed that the post-test scores of the experimental group were significantly higher than those of the control group in terms of self-assessed clinical communication confidence, self-efficacy, and competence after controlling for pre-test scores. In the experimental group, the post-test OSCE scores were significantly higher than the pre-test scores, except for one item related to the nutrition assessment of diabetes. The intervention course's average learning satisfaction score was above 4.4 (out of 5 points). Conclusions This course effectively enhanced dietetic students’ clinical communication confidence, self-efficacy, and communication skills. These results can provide a reference for integrating clinical communication courses into undergraduate dietetics curricula.

Background: The Objective Structured Clinical Examination (OSCE) is a commonly used method for assessing clinical skills among nursing students. However, it often induces anxiety, which can impact student performance. This study aims to examine the effect of a simulated OSCE (MOCK OSCE) on reducing test anxiety and improving performance in nursing students during the OSCE.Method: This quasi-experimental study was conducted on 65 first-year nursing students at Aligudarz Nursing School during the 2023-2024 academic years. Using a census sampling method, students were randomly assigned to two groups: an intervention group, which participated in a MOCK OSCE program (including test scenarios, feedback, and practical exercises), and a control group, which continued with the regular curriculum. Test anxiety was measured before and after the intervention using the Sarason Test Anxiety Scale, and OSCE performance scores were evaluated with standardized checklists. Data were analyzed with paired t-tests, independent t-tests, and ANOVA using SPSS version 23.Results: The results showed a significant decrease in test anxiety scores within the intervention group before and after the simulated OSCE (p

Abstract Background Clinical education is a significant part of medical education, and paying attention to clinical evaluation is important. One of the challenges in the teaching-learning process is evaluating students’ performance. Learners, as the main stakeholders of the educational system, may have different experiences of evaluation quality. Awareness of these experiences is effective in improving the quality of clinical evaluation. Therefore, this study was conducted to “explore the experiences of nursing students for evaluation of professional competence by using the objective structured clinical examination (OSCE)”. Method This study was conducted with a qualitative descriptive research approach and conventional content analysis method in 2022–2024. The participants included 12 undergraduate nursing students at Maragheh University of Medical Sciences, who were selected by purposeful sampling, and their experiences were collected using semi-structured and in-depth interviews until reaching data saturation. Results The data analysis of the interviews led to the extraction of 268 primary codes, 7 subcategories, 2 categories, and 1 theme: “Credibility and stability”. The category “Exam’s accuracy in measuring competence " included 3 sub-categories: “Challenges in objective adaptation “, " Communication and organizational challenges for exam preparation " and " Inadequate simulation of stations and exam environment “, and the category " Exam power for repeatability” included 4 sub-categories: " Characteristics of the students “, " Lack of evaluators’ skills and mastery “, " Inefficiency of the evaluation tool " and " Disturbance in executive affairs”. Conclusions OSCE can be used in self-evaluation, creating motivation and strengthening different dimensions of students’ learning, as well as discovering weaknesses and strengths for planning by managers and faculties. According to the results of this study, many factors such as management before and during the exam, characteristics of the evaluators, prevailing educational conditions in the faculty, and the method of clinical training are effective in achieving the “reliability and sustainability” required in the OSCE.

Abstract Background Casper, an online open-response situational judgement test that assesses social intelligence and professionalism [1], is used in admissions to health professions programs. Method This study (1) explored the incremental validity of Casper over grade point average (GPA) for predicting student performance on objective structured clinical examinations (OSCEs) and fieldwork placements within an occupational therapy program, (2) examined optimal weighting of Casper in GPA in admissions decisions using non-linear optimization and regression tree analysis to find the weights associated with the highest average competency scores, and (3) investigated whether Casper could be used to impact the diversity of a cohort selected for admission to the program. Results Multiple regression analysis results indicate that Casper improves the prediction of OSCE and fieldwork performance over and above GPA (change in Adj. R2 = 3.2%). Non-linear optimization and regression tree analysis indicate the optimal weights of GPA and Casper for predicting performance across fieldwork placements are 0.16 and 0.84, respectively. Furthermore, the findings suggest that students with a slightly lower GPA (e.g., 3.5–3.6) could be successful in the program as assessed by fieldwork, which is considered to be the strongest indicator of success as an entry-level clinician. In terms of diversity, no statistically significant differences were found between those actually admitted and those who would have been admitted using Casper. Conclusion These results constitute preliminary validity evidence supporting the integration of Casper into applicant selection in an occupational therapy graduate program.

Abstract Background Screen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students. Methods This multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students’ satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18). Results 4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p

Introduction: The Competency-Based Medical Education (CBME) curriculum, implemented in August 2019, emphasizes a comprehensive approach to learning, integrating cognitive, affective, and psychomotor domains. To address the limitations of traditional assessment methods, the Objective Structured Clinical Examination (OSCE) was introduced to reduce the bias. OSCE is now widely adopted as a gold standard for evaluating clinical skills due to its structured, objective approach and ability to minimize bias. Objectives: This study aimed to evaluate the perceptions of MBBS fourth-year students regarding the OSCE in General Surgery at Al-Ameen Medical College. Materials and Methods: Conducted over six months, this cross-sectional study involved 144 out of 149 MBBS fourth-year students who participated in an OSCE consisting of six stations: two history-taking, two clinical examination, one with a simulated patient, one with a mannequin, one skill station, and one communication station. Students completed a questionnaire via Google Forms following the OSCE. Responses were recorded on a 5-point Likert scale and analysed using Microsoft Excel, with quantitative data expressed as means and standard deviations, and qualitative data as frequencies and percentages. Statistical significance was assessed using t-tests, with p

Abstract Background The Objective Structured Clinical Examination (OSCE) is a crucial assessment tool for evaluating learners’ ability to apply theoretical knowledge in practical clinical situations. It is widely accepted by both students and educators, and the costs associated with conducting OSCE assessments vary depending on the field of study, how it is implemented, staffing needs, standardized patients, and duration of the examination. This study examines the expenses related to administering OSCEs in medical universities. Method Conducted from June to September 2023; this mixed-method study elucidated the cost intricacies of executing a two-day OSCE with 14 eight-minute stations for 100 nursing students. This process unfolds in two phases: a qualitative segment comprising text reviews and 45-minute in-depth interviews with faculty members and OSCE experts, leading to the development of a validated checklist, followed by a quantitative phase in which the tool was distributed to 25 faculty members and 5 specialists for completion. Result The examination costs were delineated into three primary components: time, human resources, equipment, consumables, and necessary supplies. In 2023, the total implementation cost of the OSCE for 100 students across 14 clinical stations was $1028.07, with an estimated per-learner cost of $37.50. Human resources incurred the highest expenditure ($1649.37); while supply costs were relatively lower ($1072.17). Educational infrastructure expenses were excluded because the study focused on the Nursing and Midwifery Faculty’s Clinical Skills Center. Conclusion Various factors influence OSCE costs, including national production capabilities of medical supplies, institutional credibility, governance status, examination frequency, student demographics, assessor composition, station count, course content, and examinee volume. The insights derived from this comprehensive examination are significant as entry benchmarks for healthcare systems and higher-level academic evaluations. Understanding OSCE cost dynamics facilitates resource optimization and assessment strategy refinement, thereby improving medical education efficacy.

Background & Objective: Objective Structured Clinical Examination (OSCE) is a crucial component in medical school examinations to assess students' competency, particularly in clinical skills incorporating cognitive and affective domains. OSCE results are subjected to standard-setting methods, which yield different findings. Hence, in this study, five different standard-setting methods, namely norm reference, Angoff method, borderline group method (BGM), borderline regression method (BRM), and modified Cohen's method, were compared to determine the cut-off scores and failure rates determined by each method. Material & Methods: Data of 170 second-year medical students who attended OSCE with eight stations for their First Professional Examination at the end of year 2 MBBS was taken for the study following ethical approval. Total scores for each station were standardized to 20 marks, and cut-off scores were determined using each of the five standard-setting methods. Results: As a comparison of 5 methods, the Norm reference method yielded the highest number of stations with high cut-off scores, followed by BRM. This is reflected in the number of failures, too. On the contrary, using the Angoff method yielded the lowest cut-off scores in maximum stations, resulting in the least number of failed students. The Cochrane's Q test of the results yielded a p < 0.001, which signifies that the proportion of students who failed a particular OSCE station was significantly different when different methods were used to determine the cut score. Conclusion: The study, which compared 5 common standard-setting methods employed in medical education assessments, found that norm-referenced and BRM had high cut-off scores and failures, with the opposite determined by the Modified Angoff method. The study concluded that the cut-off score and failure rate differed with different standard-setting methods, and the choice of the method is contextual depending on the available resources. [ABSTRACT FROM AUTHOR]

Background: The Objective Structured Clinical Examination (OSCE) is a commonly used method for assessing clinical skills among nursing students. However, it often induces anxiety, which can affect student performance. This study aims to examine the effect of a simulated OSCE (MOCK OSCE) on reducing test anxiety and improving performance in nursing students during the OSCE. Method: This quasi-experimental study was conducted on 65 firstyear nursing students at Aligudarz Nursing School during the 2023-2024 academic years. Using a census sampling method, students were randomly assigned to two groups: an intervention group, which participated in a MOCK OSCE program (including test scenarios, feedback, and practical exercises), and a control group, which continued with the regular curriculum. Test anxiety was measured before and after the intervention using the Sarason Test Anxiety Scale, and OSCE performance scores were evaluated with standardized checklists. Data were analyzed with paired t-tests, independent t-tests, and ANOVA using SPSS version 23. Results: The results showed a significant decrease in test anxiety scores within the intervention group before and after the simulated OSCE (p<0.001, R=-0.91). Additionally, performance scores in the final OSCE were higher for the intervention group than the control group (R=0.59, p<0.05). However, test anxiety did not have a substantial impact on performance within this study (p<0.05, R=-0.23). Conclusion: Implementing simulated OSCEs may help reduce test anxiety and enhance nursing students' performance in the final OSCE. Incorporating this approach is recommended as part of the assessment program for nursing students. [ABSTRACT FROM AUTHOR]

While objective clinical structured examination (OSCE) is a worldwide recognized and effective method to assess clinical skills of undergraduate medical students, the latest Ottawa conference on the assessment of competences raised vigorous debates regarding the future and innovations of OSCE. This study aimed to provide a comprehensive view of the global research activity on OSCE over the past decades and to identify clues for its improvement. We performed a bibliometric and scientometric analysis of OSCE papers published until March 2024. We included a description of the overall scientific productivity, as well as an unsupervised analysis of the main topics and the international scientific collaborations. A total of 3,224 items were identified from the Scopus database. There was a sudden spike in publications, especially related to virtual/remote OSCE, from 2020 to 2024. We identified leading journals and countries in terms of number of publications and citations. A co-occurrence term network identified three main clusters corresponding to different topics of research in OSCE. Two connected clusters related to OSCE performance and reliability, and a third cluster on student's experience, mental health (anxiety), and perception with few connections to the two previous clusters. Finally, the United States, the United Kingdom, and Canada were identified as leading countries in terms of scientific publications and collaborations in an international scientific network involving other European countries (the Netherlands, Belgium, Italy) as well as Saudi Arabia and Australia, and revealed the lack of important collaboration with Asian countries. Various avenues for improving OSCE research have been identified: i) developing remote OSCE with comparative studies between live and remote OSCE and issuing international recommendations for sharing remote OSCE between universities and countries; ii) fostering international collaborative studies with the support of key collaborating countries; iii) investigating the relationships between student performance and anxiety. [ABSTRACT FROM AUTHOR]

To offset grade inflation, many clerkships combine faculty evaluations with objective assessments including the Medical Examiners Subject Examination (NBME-SE) or Objective Structured Clinical Examination (OSCE), however, standardized methods are not established. Following a curriculum transition removing faculty clinical evaluations from summative grading, final clerkship designations of fail (F), pass (P), and pass-with-distinction (PD) were determined by combined NBME-SE and OSCE performance, with overall PD for the clerkship requiring meeting this threshold in both. At the time, 90% of students achieved PD on the Internal Medicine (IM) OSCE resulting in overall clerkship grades primarily determined by the NBME-SE. The clerkship sought to enhance the OSCE to provide a more thorough objective clinical skills assessment, offset grade inflation, and reduce the NBME-SE primary determination of the final clerkship grade. The single-station 43-point OSCE was enhanced to a three-station 75-point OSCE using the Reporter-Interpreter-Manager-Educator (RIME) framework to align patient encounters with targeted assessments of progressive skills and competencies related to the clerkship rotation. Student performances were evaluated pre- and post-OSCE enhancement. Student surveys provided feedback about the clinical realism of the OSCE and the difficulty. Pre-intervention OSCE scores were more tightly clustered (SD = 5.65%) around a high average performance with scores being highly negatively skewed. Post-intervention OSCE scores were more dispersed (SD = 6.88%) around a lower average with scores being far less skewed resulting in an approximately normal distribution. This lowered the total number of students achieving PD on the OSCE and PD in the clerkship, thus reducing the relative weight of the NMBE-SE in the overall clerkship grade. Student response was positive, indicating the examination was fair and reflective of their clinical experiences. Through structured development, OSCE assessment can provide a realistic and objective measurement of clinical performance as part of the summative evaluation of students. [ABSTRACT FROM AUTHOR]

Background: Clinical education is a significant part of medical education, and paying attention to clinical evaluation is important. One of the challenges in the teaching-learning process is evaluating students' performance. Learners, as the main stakeholders of the educational system, may have different experiences of evaluation quality. Awareness of these experiences is effective in improving the quality of clinical evaluation. Therefore, this study was conducted to "explore the experiences of nursing students for evaluation of professional competence by using the objective structured clinical examination (OSCE)". Method: This study was conducted with a qualitative descriptive research approach and conventional content analysis method in 2022–2024. The participants included 12 undergraduate nursing students at Maragheh University of Medical Sciences, who were selected by purposeful sampling, and their experiences were collected using semi-structured and in-depth interviews until reaching data saturation. Results: The data analysis of the interviews led to the extraction of 268 primary codes, 7 subcategories, 2 categories, and 1 theme: "Credibility and stability". The category "Exam's accuracy in measuring competence " included 3 sub-categories: "Challenges in objective adaptation ", " Communication and organizational challenges for exam preparation " and " Inadequate simulation of stations and exam environment ", and the category " Exam power for repeatability" included 4 sub-categories: " Characteristics of the students ", " Lack of evaluators' skills and mastery ", " Inefficiency of the evaluation tool " and " Disturbance in executive affairs". Conclusions: OSCE can be used in self-evaluation, creating motivation and strengthening different dimensions of students' learning, as well as discovering weaknesses and strengths for planning by managers and faculties. According to the results of this study, many factors such as management before and during the exam, characteristics of the evaluators, prevailing educational conditions in the faculty, and the method of clinical training are effective in achieving the "reliability and sustainability" required in the OSCE. [ABSTRACT FROM AUTHOR]

Background: The Objective Structured Clinical Examination (OSCE) is a crucial assessment tool for evaluating learners’ ability to apply theoretical knowledge in practical clinical situations. It is widely accepted by both students and educators, and the costs associated with conducting OSCE assessments vary depending on the field of study, how it is implemented, staffing needs, standardized patients, and duration of the examination. This study examines the expenses related to administering OSCEs in medical universities. Method: Conducted from June to September 2023; this mixed-method study elucidated the cost intricacies of executing a two-day OSCE with 14 eight-minute stations for 100 nursing students. This process unfolds in two phases: a qualitative segment comprising text reviews and 45-minute in-depth interviews with faculty members and OSCE experts, leading to the development of a validated checklist, followed by a quantitative phase in which the tool was distributed to 25 faculty members and 5 specialists for completion. Result: The examination costs were delineated into three primary components: time, human resources, equipment, consumables, and necessary supplies. In 2023, the total implementation cost of the OSCE for 100 students across 14 clinical stations was $1028.07, with an estimated per-learner cost of $37.50. Human resources incurred the highest expenditure ($1649.37); while supply costs were relatively lower ($1072.17). Educational infrastructure expenses were excluded because the study focused on the Nursing and Midwifery Faculty’s Clinical Skills Center. Conclusion: Various factors influence OSCE costs, including national production capabilities of medical supplies, institutional credibility, governance status, examination frequency, student demographics, assessor composition, station count, course content, and examinee volume. The insights derived from this comprehensive examination are significant as entry benchmarks for healthcare systems and higher-level academic evaluations. Understanding OSCE cost dynamics facilitates resource optimization and assessment strategy refinement, thereby improving medical education efficacy. [ABSTRACT FROM AUTHOR]

Background: Screen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students. Methods: This multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students' satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18). Results: 4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p < 0.001). Their moderate anxiety levels didn't differ significantly (0.161). Conclusion: The SIMDOSE® platform can be used as a supplementary teaching method of dosage calculation for nursing students. Screen-based simulation has benefits that nurse educators should be aware of, such as being a key to more satisfied and confident students. Trial registration: This Moroccan clinical trial was prospectively registered (16/05/2023) in the Pan African Clinical Trial Registry (pactr.samrc.ac.za) with trial registration number PACTR202305505743210. [ABSTRACT FROM AUTHOR]

Background: The objective of the study is to describe the implementation of a medication therapy management course into the PharmD curriculum with an objective standardized clinical examination, and to assess the impact on students' knowledge, skills, and satisfaction. Methods: A new medication therapy management course was started for undergraduate pharmacy students. It was then altered to incorporate more active learning and skill-assessment measures; one such alteration was the addition of an objective standardized clinical examination to assess medication therapy management skills. A cross-sectional survey was used to assess the students' perceptions and satisfaction with the medication therapy management course and the evaluation method. Results: Most students agreed that the weekly medication therapy management simulation activities helped them achieve the course learning outcomes (83%). When asked about the objective standardized clinical examination, most of them also agreed that they were well-oriented and prepared (78%). Students reported few drawbacks like lack of time (41%) and having different assessors at objective standardized clinical examination stations (56%). Conclusion: Implementation of medication therapy management course within the undergraduate pharmacy curriculum help shape the students' clinical skills and introduce them to this emerging field. [ABSTRACT FROM AUTHOR]

Abstract Background Near-peer teaching is a popular pedagogical teaching tool however many existing models fail to demonstrate benefits in summative OSCE performance. The 3-step deconstructed (3-D)skills near-peer model was recently piloted in undergraduate medicine showing short term improvement in formative OSCE performance utilising social constructivist educational principles. This study aims to assess if 3-D skills model teaching affects summative OSCE grades. Methods Seventy-nine third year medical students attended a formative OSCE event at the University of Glasgow receiving an additional 3-minutes per station of either 3-D skills teaching or time-equivalent unguided practice. Students’ summative OSCE results were compared against the year cohort to establish whether there was any difference in time delayed summative OSCE performance. Results 3-D skills and unguided practice cohorts had comparable demographical data and baseline formative OSCE performance. Both the 3-D skill cohort and unguided practice cohort achieved significantly higher median station pass rates at summative OSCEs than the rest of the year. This correlated to one additional station pass in the 3-D skills cohort, which would increase median grade banding from B to A. The improvement in the unguided practice cohort did not achieve educational significance. Conclusion Incorporating the 3-D skills model into a formative OSCE is associated with significantly improved performance at summative OSCEs. This expands on the conflicting literature for formative OSCE sessions which have shown mixed translation to summative performance and suggests merit in institutional investment to improve clinical examination skills.

Abstract Background Dermatological conditions are a common reason for patients to seek healthcare advice. However, they are often under-represented in Objective Structured Clinical Examinations (OSCEs). Given the visual nature of skin conditions, simulation is suited to recreate such skin conditions in assessments such as OSCEs. One such technique often used in simulation is moulage—the art and science of using special effects make-up techniques to replicate a wide range of conditions on Simulated Participants or manikins. However, the contextual nature of OSCEs places additional challenges compared to using moulage in more general forms of simulated-based education. Main body OSCEs are high-stakes assessments and require standardisation across multiple OSCE circuits. In addition, OSCEs tend to have large numbers of candidates, so moulage needs to be durable in this context. Given the need to expand the use of moulage in OSCE stations and the unique challenges that occur in OSCEs, there is a requirement to have guiding principles to inform their use and development. Conclusion Informed by evidence, and grounded in experience, this article aims to provide practical tips for health profession education faculty on how best to optimise the use of moulage in OSCEs. We will describe the process of designing an OSCE station, with a focus on including moulage. Secondly, we will provide a series of important practice points to use moulage in OSCEs—and encourage readers to integrate them into their day-to-day practice.

Abstract Background Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis. Methodology Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students. Results The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002). Conclusions The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.

Abstract Background The administration of performance assessments during the coronavirus disease of 2019 (COVID-19) pandemic posed many challenges, especially for examinations employed as part of certification and licensure. The National Assessment Collaboration (NAC) Examination, an Objective Structured Clinical Examination (OSCE), was modified during the pandemic. The purpose of this study was to gather evidence to support the reliability and validity of the modified NAC Examination. Methods The modified NAC Examination was delivered to 2,433 candidates in 2020 and 2021. Cronbach’s alpha, decision consistency, and accuracy values were calculated. Validity evidence includes comparisons of scores and sub-scores for demographic groups: gender (male vs. female), type of International Medical Graduate (IMG) (Canadians Studying Abroad (CSA) vs. non-CSA), postgraduate training (PGT) (no PGT vs. PGT), and language of examination (English vs. French). Criterion relationships were summarized using correlations within and between the NAC Examination and the Medical Council of Canada Qualifying Examination (MCCQE) Part I scores. Results Reliability estimates were consistent with other OSCEs similar in length and previous NAC Examination administrations. Both total score and sub-score differences for gender were statistically significant. Total score differences by type of IMG and PGT were not statistically significant, but sub-score differences were statistically significant. Administration language was not statistically significant for either the total scores or sub-scores. Correlations were all statistically significant with some relationships being small or moderate (0.20 to 0.40) or large (> 0.40). Conclusions The NAC Examination yields reliable total scores and pass/fail decisions. Expected differences in total scores and sub-scores for defined groups were consistent with previous literature, and internal relationships amongst NAC Examination sub-scores and their external relationships with the MCCQE Part I supported both discriminant and criterion-related validity arguments. Modifications to OSCEs to address health restrictions can be implemented without compromising the overall quality of the assessment. This study outlines some of the validity and reliability analyses for OSCEs that required modifications due to COVID.

Abstract Context Objective Structured Clinical Examinations (OSCEs) are an increasingly popular evaluation modality for medical students. While the face-to-face interaction allows for more in-depth assessment, it may cause standardization problems. Methods to quantify, limit or adjust for examiner effects are needed. Methods Data originated from 3 OSCEs undergone by 900-student classes of 5th- and 6th-year medical students at Université Paris Cité in the 2022-2023 academic year. Sessions had five stations each, and one of the three sessions was scored by consensus by two raters (rather than one). We report OSCEs' longitudinal consistency for one of the classes and staff-related and student variability by session. We also propose a statistical method to adjust for inter-rater variability by deriving a statistical random student effect that accounts for staff-related and station random effects. Results From the four sessions, a total of 16,910 station scores were collected from 2615 student sessions, with two of the sessions undergone by the same students, and 36, 36, 35 and 20 distinct staff teams in each station for each session. Scores had staff-related heterogeneity (p

Background: Medical schools use different evaluation methods after students undergo a period of instruction for certification of acquisition of requisite skills and competencies required for registration. Despite a global trend towards adoption of OSCE format to test competencies, its adoption in medical schools in Nigeria has been relatively slow and local experiences with its use are limited. We describe the development and administration of OSCE for the formative assessment of undergraduate medical students of Kaduna state university at the end of paediatrics clinical rotation. Methodology: OSCE was developed and conducted to assess clinical skills of 20 undergraduate medical students at the end of clinical posting in paediatrics. Students rotated through a series of clinical encounters arranged in ten stations in a circuit, each for a short duration of five minutes. Clinical tasks were carefully chosen to reflect learning objectives of the posting using standardized patients while scoring was done using task-specific and validated checklists by the same assessors. Results: A range of clinical competencies in different clinical scenarios, including history taking, physical examination and basic clinical skills was examined using this format. The conduct was resource intensive with much time spent during the selection of the competencies and appropriate standardized patients to be tested, standardization of checklists, briefing assessors and choosing appropriate venue as well as preparation of stations. Unfamiliarity with OSCE by both some students and assessors was a major challenge. Conclusions: OSCE is a feasible way of assessing a wide range of clinical competencies of medical students during paediatric rotation in our setting.

Background: Near-peer teaching is a popular pedagogical teaching tool however many existing models fail to demonstrate benefits in summative OSCE performance. The 3-step deconstructed (3-D)skills near-peer model was recently piloted in undergraduate medicine showing short term improvement in formative OSCE performance utilising social constructivist educational principles. This study aims to assess if 3-D skills model teaching affects summative OSCE grades. Methods: Seventy-nine third year medical students attended a formative OSCE event at the University of Glasgow receiving an additional 3-minutes per station of either 3-D skills teaching or time-equivalent unguided practice. Students' summative OSCE results were compared against the year cohort to establish whether there was any difference in time delayed summative OSCE performance. Results: 3-D skills and unguided practice cohorts had comparable demographical data and baseline formative OSCE performance. Both the 3-D skill cohort and unguided practice cohort achieved significantly higher median station pass rates at summative OSCEs than the rest of the year. This correlated to one additional station pass in the 3-D skills cohort, which would increase median grade banding from B to A. The improvement in the unguided practice cohort did not achieve educational significance. Conclusion: Incorporating the 3-D skills model into a formative OSCE is associated with significantly improved performance at summative OSCEs. This expands on the conflicting literature for formative OSCE sessions which have shown mixed translation to summative performance and suggests merit in institutional investment to improve clinical examination skills. [ABSTRACT FROM AUTHOR]

Background: Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis. Methodology: Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students. Results: The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002). Conclusions: The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions. [ABSTRACT FROM AUTHOR]

Context: Objective Structured Clinical Examinations (OSCEs) are an increasingly popular evaluation modality for medical students. While the face-to-face interaction allows for more in-depth assessment, it may cause standardization problems. Methods to quantify, limit or adjust for examiner effects are needed. Methods: Data originated from 3 OSCEs undergone by 900-student classes of 5th- and 6th-year medical students at Université Paris Cité in the 2022-2023 academic year. Sessions had five stations each, and one of the three sessions was scored by consensus by two raters (rather than one). We report OSCEs' longitudinal consistency for one of the classes and staff-related and student variability by session. We also propose a statistical method to adjust for inter-rater variability by deriving a statistical random student effect that accounts for staff-related and station random effects. Results: From the four sessions, a total of 16,910 station scores were collected from 2615 student sessions, with two of the sessions undergone by the same students, and 36, 36, 35 and 20 distinct staff teams in each station for each session. Scores had staff-related heterogeneity (p<10-15), with staff-level standard errors approximately doubled compared to chance. With mixed models, staff-related heterogeneity explained respectively 11.4%, 11.6%, and 4.7% of station score variance (95% confidence intervals, 9.5-13.8, 9.7-14.1, and 3.9-5.8, respectively) with 1, 1 and 2 raters, suggesting a moderating effect of consensus grading. Student random effects explained a small proportion of variance, respectively 8.8%, 11.3%, and 9.6% (8.0-9.7, 10.3-12.4, and 8.7-10.5), and this low amount of signal resulted in student rankings being no more consistent over time with this metric, rather than with average scores (p=0.45). Conclusion: Staff variability impacts OSCE scores as much as student variability, and the former can be reduced with dual assessment or adjusted for with mixed models. Both are small compared to unmeasured sources of variability, making them difficult to capture consistently. [ABSTRACT FROM AUTHOR]

Introduction Feedback is an essential component of medical education, enhancing the quality of students' knowledge and skills. However, providing effective feedback, particularly in clinical skills assessments like Objective Structured Clinical Examinations [OSCEs], often poses challenges. This study aimed to evaluate the content of OSCE feedback given to undergraduate medical students over five years. Methods A retrospective analysis of 1034 anonymised medical students' OSCE performance was conducted, focusing on written feedback. The written feedback data were randomly selected from OSCE sessions, collected from university assessment records and anonymised for ethical considerations. R software was used to identify the most frequently repeated words in the examiners’ feedback text, and word cloud charts were created to visualise the responses. Results Word clouds generated from the top 200 most frequently used terms provided visual insights into common descriptive words in feedback comments. The most frequently repeated word over five years was "good," indicative of potentially non-specific feedback. Discussion The high frequency of non-specific terms like "good" suggests a need for more specific, constructive feedback. However, such generic terms can offer some positive reinforcement, more than they may be needed to foster significant improvement. As previously proposed in the literature, adopting structured feedback forms may facilitate the delivery of more specific, actionable feedback. Conclusion This study emphasises the importance of providing specific, actionable feedback in medical education to facilitate meaningful student development. As medical education continues to evolve, refining feedback processes is crucial for effectively guiding students' growth and skill enhancement. Using structured feedback forms can be a beneficial strategy for improving feedback quality.

Midwifery students must possess clinical competency before entering clinical practice in the practice area. Assessing clinical competency using Objective Structure Clinical Evaluation (OSCE) is necessary. However, OSCE examiners are limited, so blended learning is carried out. The research aims to determine the learning outcomes of midwifery students using OSCE Blended Learning (BL) in the pregnancy care module. This research used a descriptive cross-sectional method using OSCE scores from 2020 to 2022. That research sample was 92 people using a total sampling technique. Competencies tested in the OSCE are anamnesis, physical examination in the second and third trimester, laboratory examination, and counseling. Processing and analyzing univariate data descriptively. The anamnesis competency score was the greatest mean in 2021 (91.45), physical examination in the second trimester (88.79), and third trimester (88.03). Meanwhile, supporting examinations in 2020 (88.36) and counseling (88.31). In the OSCE evaluation in 2021, only a small number of students did not pass the anamnesis (2 people), physical examination second trimester (2 people), and third trimester (2 people), support (2 people), and counseling (1 person). Method OSCE BL can be used to evaluate pregnancy care competency before midwifery students do clinical practice in the practice area. Abstrak Kompetensi klinis harus dimiliki oleh mahasiswi kebidanan sebelum memasuki praktik klinis di lahan praktik sehingga perlu dilakukan penilaian kompetensi klinis menggunakan Objective Structure Clinical Evaluation (OSCE). Akan tetapi, penguji OSCE terbatas, maka OSCE dilakukan dengan blended learning. Penelitian bertujuan mengetahui hasil belajar mahasiswi kebidanan dengan OSCE Blended Learning (OSCE BL) pada modul asuhan kehamilan (ANC). Penelitian dengan metode deskriptif dengan cross sectional menggunakan nilai OSCE dari tahun 2020 (36 orang), 2021 (25 orang), dan 2022 (31 orang) sehingga jumlah sampel penelitian sebanyak 92 orang dengan teknik total sampling. Kompetensi yang diujikan pada OSCE, yaitu anamnesa, pemeriksaan fisik trimester 2 dan 3, pemeriksaan laboratorium, dan konseling. Pengolahan dan analisis data univariat secara deskriptif (nilai mean, standar deviasi, nilai maksimal, dan minimal). Nilai kompetensi anamnesa paling besar tahun 2021 (mean=91.45), pemeriksaan fisik trimester 2 (mean=88.79) dan trimester 3 (mean=88.03). Sedangkan pemeriksaan penunjangtahun 2020 (mean=88.36) dan konseling (mean=88.31). Pada evaluasi OSCE hanya sebagian kecil mahasiswa yang tidak lulus kompetensi anamnesa (2 orang), pemeriksaan fisik trimester 2 (2 orang), dan trimester 3 (2 orang), penunjang (2 orang), dan konseling (1 orang) tahun 2021. Metode OSCE BL dapat digunakan untuk evaluasi kompetensi asuhan kehamilan sebelum mahasiswi kebidanan praktik klinis di lahan praktik. Kata Kunci: Blended learning; evaluasi: kompetensi; mahasiswa kebidanan; OSCE

Introduction: Objective structured clinical examinations have traditionally been used to assess clinical skills. However, these face-to-face clinical assessments were hindered by physical and social restrictions imposed during COVID-19. This created a need to develop novel approaches for reliable assessment of clinical skills. We explored and evaluated a virtual exercise teleconsultation assessment (VETA) to replicate a teleconsultation setting where physiotherapy students were assessed on exercise prescription and coaching skills. Methods: We conducted a cross-sectional mixed-methods study using convenience sampling. A VETA was implemented for 172 physiotherapy students via Zoom to allow synchronous interaction with standardised patients (SPs). 67 students and 9 SPs completed two separate post evaluation surveys on themes relating to administration, support, authenticity, effectiveness, and value of the VETA. Likert-type responses were categorised as positive, neutral, or negative while coded qualitative responses were consolidated into themes by inductive content analysis. Results: 76% of students agreed that the assessment was authentic while 93% felt that the SPs were realistic and believable. Responders also highlighted important challenges including the limited camera viewing angle, time and space constraint, adequacy of equipment and reliability of connectivity. Exploratory factor analysis of responses revealed three latent constructs: (1) clarity of assessment, (2) clinical relevance, and (3) value of assessment. Conclusion: Despite the technical challenges, VETA demonstrated clarity and value as an alternative assessment and showed relevance to future telehealth practice, which is increasingly pervasive in clinical settings. This paper demonstrates a feasible approach for the virtual assessment of clinical competencies.

Abstract Background In adapting to COVID-19, many health professional training programs moved abruptly from in-person to online simulated patient interviews for teaching and evaluation without the benefit of evidence regarding the efficacy of this mode of delivery. This paper reports on a multi-methods research project comparing in-person and online simulated patient interviews conducted by allied health professionals as part of an educational intervention offered at a large university teaching hospital. Methods Twenty-three participants conducted two 15-min interviews with simulated patients using previously validated scenarios of patients presenting with suicide risk. In order to assess the equivalency of the two modalities, physiological and psychological stress were measured using heart rate variability parameters and the State-Trait Anxiety Inventory respectively, and then were compared across cohorts using t-tests. Reflective interviews elicited qualitative impressions of the simulations that were subject to thematic qualitative analysis. Results There were no statistical differences in measures of psychological stress or physiological arousal of participant health care professionals who engaged with in-person versus online simulated interviews, suggesting they were equally effective in eliciting reactions commonly found in challenging clinical situations. In reflective interviews, participants commented on the realism of both modalities of simulated patient encounters and that simulated interviews provoked emotional and physiological responses consistent with actual patient encounters. Conclusions These findings provide developing evidence that carefully designed online clinical simulations can be a useful tool for the education and assessment of healthcare professionals.

An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form’s ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.

Naireen Asim,&ast; Ianna Alberto&ast; Medical School, St George’s, University of London, London, UK&ast;These authors contributed equally to this workCorrespondence: Naireen Asim, Email m1501540@sgul.ac.uk

To determine the usefulness of combining two methodologies (OSCE and escape room) in a scenario simulation to evaluate a subject, and determine the evaluation of the students of this experience. An observational cross-sectional study was carried out with students enrolled in a sexual and reproductive health-care course as a part of their nursing degree. The students had to solve four clinical cases based on the contents of the teaching practices of the subject by solving clues that led them to carry out procedures and techniques and provide care in scenario simulators. Students evaluated the experience using the GAMEX (Gameful Experience in Gamification) scale. Mean differences were estimated with their respective 95% confidence intervals. A total of 124 students participated. Of these, 63.7% (79) solved the clinical cases with their knowledge and skills. Most (80.6%, 100) students stated that they completely remembered and applied the knowledge of the topic during the game. Almost all (98.4%, 122) would recommend this experience. The dimensions with the best rating on the GAMEX scale were "fun", with an average score of 4.7 points (0.49), followed by "critical thinking", with 4.2 (0.59). Women presented statistically better scores than men (mean difference: 1.58; 95% CI: 0.55, 2.61). The OSCE combined with an escape room using scenario simulations may be a useful tool to evaluate the subject. In addition, the students were satisfied, had fun, and recommended the experience. This study was not registered. [ABSTRACT FROM AUTHOR]

The work is devoted to the study of international legal issues related to the creation of international police forces within the framework of the OSCE. In the doctrine of international law, the issues of creating such forces within international organizations, including the OSCE, remain understudied. As a result, there are very few scholarly works that cover the topic of this research. This topic has significant scientific importance due to the increasing political tension in Europe. A specific problem today, leading to conflict escalation due to loss of trust between the parties in the peace negotiation process, are provocations at borders where it is not possible to determine which side initiated such actions. Unfortunately, it is common for one side of the conflict to demonstrate military strength by deploying troops and heavy artillery directly to the borders with the opposing side, which is usually interpreted as a threat of military force. Such actions, of course, reduce trust between the parties, negatively affecting the course of peaceful negotiations, and clearly do not serve the purpose of final conflict resolution. Therefore, in our view, the placement of neutral civilian OSCE police forces in the border territories of the warring parties would successfully resolve this issue. The process of creating an international OSCE police force requires the development of international legal provisions regulating the main spectrum of issues in the functioning of this body. In particular, among such issues is the crea tion of an international judicial body alongside the police forces, which would handle cases arising from the interactions of international police with individuals on the ground. Thus, the goal of this work is to research the international legal and institutional problems in creating international OSCE police forces, as well as to determine the specific form of activity of these forces, which is most appropriate considering current realities. According to the research findings, the creation of international OSCE police forces is advisable in contemporary international relations and acceptable from the perspective of international law. [ABSTRACT FROM AUTHOR]

The Medical and Pharmacy Student Collaboration (MAPSC) student organization at the University of Southern California, Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, created an extracurricular, peer-led, virtual group mock objective structured clinical examination (MOSCE) to expose first-year pharmacy students (P1s) to the Pharmacists' Patient Care Process (PPCP). The purpose of this study is to evaluate the impact of a MAPSC MOSCE on P1s self-reported confidence in applying the PPCP and on patient communication, medication knowledge, and clinical skills. An anonymous, optional, self-reported survey was administered to P1s before and after the event, where they rated their confidence on a scale of 0–100 (0 = not confident, 100 = certainly confident). The statistical analysis was a paired two-tailed t-test with a significance level of p < 0.05. A total of 152 P1s and 30 facilitators attended the MOSCE. One hundred thirty-nine students met the inclusion criteria and were included in the data analysis. There was a statistically significant difference in the change in self-reported confidence for all PPCP components and learning outcomes. The results of our study strongly indicate that introducing P1 students to the PPCP through a MAPSC MOSCE format is a valuable experience. [ABSTRACT FROM AUTHOR]

The work is devoted to the study of international legal issues related to the creation of international police forces within the framework of the OSCE. In the doctrine of international law, the issues of creating such forces within international organizations, including the OSCE, remain understudied. As a result, there are very few scholarly works that cover the topic of this research. This topic has significant scientific importance due to the increasing political tension in Europe. A specific problem today, leading to conflict escalation due to loss of trust between the parties in the peace negotiation process, are provocations at borders where it is not possible to determine which side initiated such actions. Unfortunately, it is common for one side of the conflict to demonstrate military strength by deploying troops and heavy artillery directly to the borders with the opposing side, which is usually interpreted as a threat of military force. Such actions, of course, reduce trust between the parties, negatively affecting the course of peaceful negotiations, and clearly do not serve the purpose of final conflict resolution. Therefore, in our view, the placement of neutral civilian OSCE police forces in the border territories of the warring parties would successfully resolve this issue. The process of creating an international OSCE police force requires the development of international legal provisions regulating the main spectrum of issues in the functioning of this body. In particular, among such issues is the creation of an international judicial body alongside the police forces, which would handle cases arising from the interactions of international police with individuals on the ground. Thus, the goal of this work is to research the international legal and institutional problems in creating international OSCE police forces, as well as to determine the specific form of activity of these forces, which is most appropriate considering current realities. According to the research findings, the creation of international OSCE police forces is advisable in contemporary international relations and acceptable from the perspective of international law.