Abstract
The Objective Structured Clinical Examination (OSCE) in Swansea University's midwifery course began life as a clinical skills/obstetric emergencies assessment with a pass/fail outcome, and segued into a graded, summative assessment as part of the redevelopment and revalidation of the undergraduate curriculum. An evaluation of the first iteration of the OSCE identified key learning points around preparation, learning, resources, lecturer input and skills practice, which were then used to improve the second iteration of the module/assessment. The need to provide ample opportunities for practice, the value of simulation as a ‘safe’ place to learn critical clinical skills and the stress associated with this kind of examination were identified as issues. The provision of immediate peer and lecturer feedback during practice sessions was highly valued. Future work on the OSCE needs to consider the need to tailor learning experiences to the context and to the learner.
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