USEFULNESS OF CONVENTIONAL KNOWLEDGE BASED CLINICAL EXAMINATION (SHORT CASE) VERSUS OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN ACQUIRING CLINICAL COMPETENCE IN FINAL YEAR MBBS STUDENTS

Abstract

Introduction: The way medical students learn is largely determined by the way they are assessed. There is a need to rationalize the examination system by giving due emphasis on internal assessment, and supplementing the traditional short case examination with more valid and reliable instruments for the assessment of clinical skills. To compare the Aims And Objectives: marks/score pattern between short case and OSCE and to study the students and faculty feedback about short case method of assessment versus OSCE. This study was conducted on 60 nal year MBBS students at the end of thei Methodology: r clinical posting in skin department of IRT Perundurai Medical College Hospital, Erode. Clinical assessment was rst done on short case and then by administering OSCE. The results were analyzed using ANOVA. Two scenarios were chosen namely Hansen's disease and psoriasis. Marks obtained by the students were only Results: marginally higher in OSCE than short case assessment. Students performed better in OSCE leprosy. 26 out of 60 students scored 70% or above by short case method whereas 32 out of 60 scored 70% or above by OSCE method. The student's feedback regarding both in general was positive. Students preferred short case assessment in terms of method and time. Logistical difculties were noted in OSCE. The practical Conclusion: clinical examinations are of key importance in the assessment of clinical competence of medical students. Students perform better in OSCE because it is objective, fair, unbiased, without examiners marking variability, without fear of examiner and anxiety. Students and faculty sensitization regarding nuances of OSCE is the need of the hour.