The implementation and perception of an OSCE

Abstract

The purpose of the present study was to introduce an objective structured clinical examination (OSCE) for educational purposes at a dental school with a rather traditional curriculum in order to encourage reflective thinking in the students. Sixty‐eight third year students in pairs participated in an interdisciplinary OSCE in cariology and microbiology. All stations were based upon one patient testing knowledge, clinical reasoning, verbal communication and practical procedures. At each station, immediate verbal feedback was given to the students by a teacher on the basis of pre‐defined criteria. Further written marks (individual and group averages) were given to the students the following week. After the OSCE, the students and the teachers answered a questionnaire about the OSCE. For practical reasons, the OSCE had to be performed over 3 days and most of the stations to be run by several teachers. The average results obtained by each group did not seem to improve during the week. About half of the students stated not to have discussed the questions with others. There was no apparent systematic variation in the marking of the individual teachers over time. Neither were there major differences between different teachers at the same station, though one teacher marked somewhat lower. Both students and teachers found the OSCE well organised and the questions highly relevant providing an educational benefit. Students as well as teachers perceived the OSCE as a very useful method of clinical assessment, and the vast majority found that OSCEs could also replace parts of the traditional written exams. In conclusion, the OSCE was positively received by students as well as teachers and is recommended for implementation in the curriculum for educational purposes as well as assessment.