Development Of Objective Structured Clinical Examination Research Articles

Review of Objective Structured Clinical Examination Practices Within Pharmacy Programs Throughout the United States

ObjectiveTo update the description of current objective structured clinical examination (OSCE) practices within pharmacy schools in the United States and identify barriers to OSCE implementation and expansion. MethodsA survey was deployed to all accredited Doctor of Pharmacy programs within the United States. The survey was designed to collect information regarding the curricular mapping of OSCEs, OSCE design, OSCE delivery, assessment of OSCE performance, and barriers to OSCE implementation and expansion. ResultsOf the 135 US-accredited programs identified, 109 (81%) programs completed the survey. In total, 93 (85%) programs reported using OSCEs to assess students; however, implementation throughout the curriculum and current practices varied by institution. Most programs place OSCEs within specific courses (96%), with the applied skills coursework being the most used (80%). The most common number of OSCEs that occur throughout a curriculum is 6 (18%), however, 20 (22%) programs execute 10 or more OSCEs throughout their curriculum. Forty (43%) programs use OSCEs as high-stakes assessments where poor performance could prevent a student from progressing to advanced pharmacy practice experiences. Of the responding programs, over half (56%) use teaching objective structured examinations to enhance learning. Common barriers to OSCE expansion exist and are related to resource utilization. ConclusionSignificant expansion of OSCE development and implementation has occurred over the last decade. There is substantial variability in implementation and utilization among programs. Although standards of best practice for OSCEs exist for other health professions, best practices in pharmacy education have not been widely accepted or adopted.

Рhysical therapу graduate students' and examiners' perception of objective structured clinical examination: a feedback for process improvement

Purpose: to analyze the first experience of administering Objective Structured Clinical Examination (OSCE) for the students (studs) enrolled in the master's degree program majoring in physical therapy at National University of Ukraine on Physical Education and Sport. Material and methods. The survey included 21 examiners (examrs) and 46 studs involved in OSCE administering. The questionnaire consisted of the questions assessing the quality of station equipment, clarity of the exam format, other aspects. Results. All the examrs informed of total clarity of the examination format, but only 13 (61.9%) of them noted a similar level of clarity for the studs. Тhe examrs identified 3 main reasons for unsuccessful attempts to perform a skill/task: insufficient training, new format of checking knowledge/examination, slightly different focus of training. The distribution of answers concerning the clarity of the format of the examination and its tasks provided by the studs did not differ statistically from those provided by the teachers. The vast maj ority of the examrs indicated that the skills were of sufficient difficulty for the purpose of the examination. 5 examrs had significant difficulties assessing skill performance according to the provided form, while 7 of them had slight difficulties and the rest had no difficulties. The majority of the studs noted that the number of stations and equipment was sufficient (no statistical differences were determined between the answers of the studs and the examrs). Conclusions. The survey revealed the need for introducing certain changes in OSCE assessment form, in the educational program, conducting special preparatory classes for studs. The obtained results can be used to improve the development of OSCE in physical therapy in Ukraine.

Nursing students' feedback from the comprehensive clinical competency exam at the end of the undergraduate course in 2019: A cross-sectional study

Introduction: Objective Structured Clinical Examination (OSCE) is a valuable method in clinical evaluation of nursing students. The OSCE was first held in Nasibeh School of Nursing and Midwifery. The successful outcome of this exam encouraged other Nursing school to use the OSCE in evaluating the nursing studentschr('39') clinical competency before their completion of undergraduate course. The aim of this study was to investigate the feedback of fourth year nursing studentschr('39') feedback about OSCE as an assessment tool for their clinical competence and skills. Material and Methods: This study has a cross sectional descriptive design. All of the 36 undergraduate nursing students in the eighth semester who attended the OSCE Exam at the Nasibeh School of Nursing and Midwifery affiliated to Mazandaran University of Medical Sciences participated in this study. The questionnaire was designed and developed by the researchers. The questionnaire assesses nursing studentschr('39') viewpoints of the OSCE characteristics. Results: The results of this study show that OSCE has been accepted by the most of the undergraduate nursing students as an evaluation method for their clinical competency. For most students OSCE was reliable, covered a wide range of discipline and fair aspects. Having the OSCE was a positive practical experience for most students. However, several students felt that OSCE was not hold properly. Conclusion: The feedback received regarding this evaluation method provides evidence that OSCE is a valuable method for evaluating undergraduate nursing studentschr('39') competency. Such feedback is considered helpful for further development of OSCE.

The Establishment and Examination of the Reliability, Validity, Discrimination, and Difficulty of Nursing Objective Structured Clinical Examination (OSCE)

The objective structured clinical examination (OSCE) is one of the evaluation strategies used to examine the clinical competence of nursing students. More attention needs to be paid to establishing an examination that is based on the standardized protocol and on reliability and validity. The aims of this study were to develop an OSCE that is based on a standardized protocol and to analyze the content validity and predictive validity, inter-rater consistency, internal consistency, item-to-total correlation, and the degree of discrimination and difficulty of this OSCE. Based on the blueprint for OSCEs that use an 8-station format, this study used a descriptive, cross-sectional design and a sample population of 207 senior students who were preparing for their last-mile practicum at a nursing technology university in northern Taiwan. The study period lasted from September 2015 to October 2016. Furthermore, the validity, reliability, degree of discrimination, and difficulty of the OSCE were examined. An OSCE with an eight-station format was developed. The content validity index (CVI) was .85-1.0, inter-rater reliability was .80-1.0, Cronbach' alpha internal consistency was .53-.82, and item-to-total correlation was .36-.63. In addition, the level of difficulty of the OSCE was easy to moderate and the discrimination of the OSCE ranged from fair to excellent. Meanwhile, the OSCE scores of the participants appeared to be a valid predictor of scores on the last mile practicum. According to the standardized protocol of OSCE development, an 8- station nursing OSCE format is reliable and valid, providing fair levels of difficulty and discrimination. The developed OSCE may be applied to evaluate the clinical competence of nursing students prior to beginning their last mile practicum. The results from the present study may provide a reference for nursing educators who are responsible for developing OSCE evaluation strategies.

Twelve tips for developing an OSCE that measures what you want

The Objective Structured Clinical Examination (OSCE) is used globally for both high and low stakes assessment. Despite its extensive use, very few published articles provide a set of best practices for developing an OSCE, and of those that do, none apply a modern understanding of validity. This article provides 12 tips for developing an OSCE guided by Kane’s validity framework to ensure the OSCE is assessing what it purports to measure. The 12 tips are presented in the order they would be operationalized during OSCE development.

A Descriptive Survey of Anesthesiology Residency Simulation Programs: How Are Programs Preparing Residents for the New American Board of Anesthesiology APPLIED Certification Examination?

Anesthesiology residency programs may need new simulation-based programs to prepare residents for the new Objective Structured Clinical Examination (OSCE) component of the American Board of Anesthesiology (ABA) Primary Certification process. The design of such programs may require significant resources, including faculty time, expertise, and funding, as are currently needed for structured oral examination (SOE) preparation. This survey analyzed the current state of US-based anesthesiology residency programs regarding simulation-based educational programming for SOE and OSCE preparation. An online survey was distributed to every anesthesiology residency program director in the United States. The survey included 15 to 46 questions, depending on each respondent's answers. The survey queried current practices and future plans regarding resident preparation specifically for the ABA APPLIED examination, with emphasis on the OSCE. Descriptive statistics were summarized. χ and Fisher exact tests were used to test the differences in proportions across groups. Spearman rank correlation was used to examine the association between ordinal variables. The responding 66 programs (49%) were a representative sample of all anesthesiology residencies (N = 136) in terms of geographical location (χ P = .58). There was a low response rate from small programs that have 12 or fewer clinical anesthesia residents. Ninety-one percent (95% confidence interval [CI], 84%-95%) of responders agreed that it is the responsibility of the program to specifically prepare residents for primary certification, and most agreed that it is important to practice SOEs (94%; 95% CI, 88%-97%) and OSCEs (89%; 95% CI, 83%-94%). While 100% of respondents reported providing mock SOEs, only 31% (95% CI, 24%-40%) of respondents provided mock OSCE experiences. Of those without an OSCE program, 75% (95% CI, 64%-83%) reported plans to start one. The most common reasons for not having an OSCE program already in place, and the perceived challenges for implementing an OSCE program, were the same: lack of time (faculty and residents), expertise in OSCE development and assessment, and funding. The results provide data from residency programs for benchmarking their simulation curriculum and ABA APPLIED Examination preparation offerings. Despite agreement that residency programs should prepare residents for the ABA APPLIED Examination, many programs have yet to implement an OSCE preparation program, in part due to lack of financial resources, faculty expertise, and time. Additionally, in contrast to the SOE, the OSCE is a new format for ABA primary certification. As a result, the lack of consensus concerning preparation needs could be related to the amount information that is available regarding the examination content and assessment process.

Objective Structured Clinical Examination and Board Certification in Anesthesiology

Objective Structured Clinical Examination and Board Certification in Anesthesiology

‘I found the OSCE very stressful’: Student midwives' attitudes towards an objective structured clinical examination (OSCE)

The Objective Structured Clinical Examination (OSCE) has become widely accepted as a strategy for assessing clinical competence in nursing and midwifery education and training. There is a dearth of information, however, on the OSCE procedure from the perspective of midwifery students. In particular, there is an absence of an objective quantification of midwifery students' attitudes towards the OSCE. The objective of this study is to report the conduct and findings of a survey of midwifery students' attitudes towards a Lactation and Infant Feeding OSCE and to consider these attitudes in the context of the international literature and the empirical evidence base. A descriptive survey design using an 18-item Likert (1 to 5 point) scale was used to capture the relevant data. Potential participants were 3rd year midwifery students who had undertaken a Lactation and Infant Feeding OSCE (n=35) in one School of Nursing & Midwifery in the Republic of Ireland. Survey responses were analysed using the Statistical Package for the Social Sciences Version 18. Thirty-three students completed the survey providing a 94% response rate. Midwifery students' attitudes towards individual aspects of the OSCE varied. Overall, midwifery students were neutral/unsure of the OSCE as a strategy for assessing clinical competence (mean 3.3). Most agreed that the examiner made them feel at ease (mean 3.94). Contrastingly this does not appear to appease student nerves and stress as the majority agreed that the OSCE evokes nervousness (mean 4.27) and stress (mean 4.30). Midwifery students, overall, disagreed that the OSCE reflected real life clinical situations (mean 2.48). Midwifery students were neutral/unsure that the OSCE provided an opportunity to show their practical skills (mean 3.36). The findings of this study identified that midwifery students were neutral/unsure of the OSCE as a strategy for assessing clinical competence. This has relevance for OSCE development at the authors' institution. The results suggest the need to explore further why students responded in this way. This will assist to develop this OSCE further to ensure that it becomes a positive assessment process for midwifery students and for student learning as they progress through their midwifery education and training.

간호사 채용을 위한 간호관리자의 OSCE 개발

실무능력을 갖춘 신규간호사를 선발하려면 실기능력을 평가할 수 있어야 한다. 그런데 실기능력을 객관적으로 평가하는 일은 매우 어려워서, 간호사 채용 시 실기능력을 평가하는 병원은 거의 없다. 본 연구는 신규간호사 채용 시의 실기능력 테스트 방법으로 OSCE(Objective Structured Clinical Examination, 구조화된 객관적 임상시험, 이하 OSCE)를 하기로 정하고, 준비과정으로 일개 대학 병원의 간호관리자들로 하여금 직접 OSCE 모듈을 개발하고 OSCE를 운영하도록 한 것이다. 2006년 4월부터 8월까지 전체 간호관리자 20명 중 16명이 참여하여, 7개의 OSCE 모듈을 직접 개발하였고, 이 모듈을 가지고 간호과 3학년 학생 40명을 대상으로 OSCE를 실시하였다. 각 모듈의 평가자간 신뢰도는 한 모듈을 제외하고는 모두 r=0.8이상 이었다. 7점 척도로 측정한 모듈 개발 전후의 자신감은 3.93에서 6.64로 증가하였다. 그리고 간호관리자들은 OSCE 모듈의 개발 및 시험 운영에 긍정적인 반응을 보였다. 이후 신규간호사를 선발하는데 OSCE를 적용하고 있다. 이 개발 경험은 간호사 채용 시 실기능력을 평가하고자 하는 타 병원에도 도움이 될 것이다. 【To recruit nurses with skills, the hospital must evaluate the skills of the applicants. But objective evaluation of the skills is a difficult. Many hospitals are using written examination or oral test only and are not testing the nursing skills directly when they recruit new nurses. OSCE(Objective Structured Clinical Examination) is a method developed for the evaluation of clinical skills objectively. In this study, 16/20 nurse managers of one university-affiliate hospital were assembled for the project of developing 7 OSCE modules by themselves, and then they ran OSCE using those modules for 40 nursing students. They scored nursing skills of the students using checklists they designed. The whole process was proceeded phase by phase using step-wise approach model. The project was successful; inter-personal consistency of the scores were high; nurse managers became confident in objective skill evaluation; subjective responses for this project were favorable. The hospital adopted OSCE in recruitment process thereafter. This experience might be applied to other hospitals who want to recruit nurses with skills.】

The Objective Structured Clinical Examination: Three Decades of Development

The Objective Structured Clinical Examination (OSCE) has become a standard for performance-based assessment in many health professions. Originally developed for assessment in medical schools, the OSCE has been widely adopted for teaching, assessment, and certification purposes in most health professions. This article outlines the reasons for the rapid uptake of OSCEs and explores some of the key features of OSCE development that have implications for use in veterinary medicine.

Objective structured clinical examination (OSCE): Review of literature and implications for nursing education

Objective structured clinical examination (OSCE) has been used to assess medical students since the mid 1970s, and in more recent years has been increasingly utilised to assess students from nursing and the allied health professions. This growing utilisation has led to considerable debate within the literature pertaining to the optimal use of OSCE as an assessment process. The purpose of this paper is to present a narrative review regarding some of the key issues affecting the utilisation of OSCE within the assessment of nursing students. The paper briefly reviews the historical development of OSCE within health professional assessment, and summarises some of its key strengths and limitations. It then offers a more 'in depth' consideration of the research literature pertaining to the reliability and validity of the OSCE process, which is then used as a basis for exploring some of the particular issues that need to be considered when OSCE is used to assess nursing students. Key issues identified include the need to carefully prepare and pilot new OSCE examinations and marking tools in order to ensure reliability and validity is optimised, and also the need to carefully consider the length, number and interdependence of OSCE stations to ensure that the potentially competing requirements of validity and reliability are balanced. The paper also recognises that whilst the evidence base regarding OSCE is extensive, the evidence base specific to nursing is more limited. There is therefore scope for further research in this area, as well as the need for careful debate regarding how national guidance may be a way of enhancing and standardising future OSCE examinations. The paper concludes that whilst caution must be applied in relying on OSCE as a sole means of practitioner assessment, used carefully it can make a helpful and meaningful contribution to health professional education.

OSCEs – seven years on the bandwagon: The progress of an objective structured clinical evaluation programme

The original purpose of Objective Structured Clinical Examination (OSCE), as first described in the medical literature [Harden, R.M., Stevenson, M., Downie, W.W., Wilson, G.M., 1975. Assessment of clinical competence using objective structured examination. British Medical Journal, 1, 447-451], provided a means of examining the skills acquisition of medical students. A review of the literature, since that time, provides the background to the development of OSCEs into pre-registration nursing curricula, with the OSCE programme at the University of Salford presented here as a case study. The original student sample was a mixture of 150-250 adult, child and mental health students in each of seven cohorts over a period of four years. Each student undertook a 30-min formative, simulated patient, holistic care OSCE in their second year of the programme. Later developments included one remote workstation connected to and as part of the holistic patient care encounter. In subsequent curricula, the larger cohorts of around 250-300 students were accommodated in a formative rotational three-workstation OSCE, based on clinical skills to be acquired prior to their first clinical placement. A summative patient-centred OSCE was undertaken in practice at a later date. The educational and practice value of OSCEs regarding their clinical content and context in nursing curricula now and in the future are explored, along with the practicalities of implementation.

Perceived Educational Benefits of Objective Structured Clinical Examination (OSCE) Development and Implementation by Resident Learners

Objective: To assess the perceived learning outcomes from the various roles involved in the development and implementation of an objective structured clinical examination (OSCE) by residents for residents.Methods: Final-year residents in Obstetrics and Gynaecology at the University of Toronto created OSCE stations in preparation for their certification examination. They evaluated their experience using a survey designed to assess the learning effectiveness of the roles played in an OSCE. Residents were asked to compare resident-created stations with faculty-created stations.Results: The students found every aspect of OSCE development to be of educational benefit. Residents rated the candidate role as more beneficial than other roles. Residents perceived the benefits of the OSCE sessions to be greater than equivalent lengths of time spent in traditional group study sessions.Conclusions: A self-directed learning approach, based on OSCE development and implementation, shows promise as a learning aid at the senior residency level. We suggest a controlled trial designed to objectively measure outcomes of this learner-centred approach.

Finding reality: the use of objective structured clinical examination (OSCE) in the assessment of mental health nursing students interpersonal skills

This paper presents the implementation of an objective structured clinical examination (OSCE) in the assessment of mental health nursing students' interpersonal skills. It begins by providing a rationale for the use of this instrument to assess such ski lls and offers a brief discussion of the development of OSCEs. The preparation and implementation of the OSCE is explored and both students' and tutors' reflections of the process are highlighted. The strengths and problems, particularly the use of an ac tor and video tape recordings are examined, in the light of other studies. The paper concludes by advocating the use of such an assessment tool as a formative exercise.