Abstract
The end of any form of rigorous, specific, and high-stakes process of systematic and structured instruction is characterized by a summative assessment to evaluate the learner’s ability to apply the body of knowledge or clinical skills encountered and interacted with over a specific duration and to progress to the next phase of training. The aim of this project is to analyze the design, validity, delivery, supervision, and feedback of a summative objective structured clinical examination (OSCE) assessment. The results of this analysis showed a satisfactory and widely accepted method of assessment in medical education despite a few shortcomings. All forms of assessment have their inherent strengths and weaknesses, but it is essential that these assessments encourage future learning. Summative assessment has been proven to be a valid, comprehensive, and reliable method, and most importantly, it allows direct observation and evaluation of procedural and clinical skills.
Highlights
The end of any form of rigorous, specific, high-stakes process of systematic and structured instruction is characterized by a summative assessment to evaluate the learner’s ability to apply the body of knowledge or clinical skills encountered and interacted with over a specific duration and to progress to the phase of training.[1]
The goal of summative assessment is to evaluate student learning at the end of a specified period against a set standard, usually one with high stakes or high value in terms of its effect
All forms of assessment have their inherent strength and weaknesses, but it is essential that these assessments encourage future learning.[3]
Summary
The end of any form of rigorous, specific, high-stakes process of systematic and structured instruction is characterized by a summative assessment to evaluate the learner’s ability to apply the body of knowledge or clinical skills encountered and interacted with over a specific duration and to progress to the phase of training.[1] There is a significant correlation between learning outcomes and assessment planning with objective feedback for the improvement of learners.[2]. All forms of assessment have their inherent strength and weaknesses, but it is essential that these assessments encourage future learning.[3] The OSCE form of summative assessment has been proven to be valid, comprehensive, and reliable, and most importantly, it allows the direct observation and evaluation of procedural and clinical skills. The current project analyzed the design, validity, delivery, supervision, and feedback of summative OSCE assessment
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