Objective Structured Clinical Evaluation Research Articles

Compare the Effectiveness of Objective Structured Clinical Evaluation (OSCE) versus Checklist in Demonstration of Antenatal Abdominal Examination among Final Year G.N.M. students.

The OSCE is an approach to the assessment of clinical competence in which the components of competence are assessed in a planned or structured way with attention being paid to the objectivity of the evaluation” Harden, 1988 .The Objective Structured Clinical Exam (OSCE) is a performance- based exam. During the exam, trainees are observed and evaluated as theygo through a series of stations where they interview, examine and treat standardized patients presenting with some type of problem. An OSCE is: • Objectivity, because examiners use a checklist for evaluating the trainees. • Structured, because every trainee sees the same problem and performs same tasks in the same time frame. • Clinical based, because the tasks are representative of those faced in real clinical situations • An evaluation method II – Materials and Methods Comparative research design was used with group I & group II to assess the effectiveness of objective structured clinical evaluation (OSCE) versus checklist in demonstration of antenatal abdominal examination among final year G.N.M students. The study conducted on 30 samples in each group. Data was collected using Objective Structured Clinical Evaluation and checklist for assessing performance of G.N.M final year students on abdominal examination. III – Results The overall mean and S.D. of OSCE was 11.03 with a percentage mean of 91.39% and 16.59 whereas the overall mean and S.D. of Checklist was 55.73 with a percentage mean of 79.62% and 11.24. The calculated ‘t’ value was higher than the table value (t58 = , P< 0.01). Hence, the null hypothesis was rejected and research hypothesis was accepted and it was inferred that in the present study there was significant difference between the effectiveness of demonstration on antenatal abdominal examination during pregnancy assessed by Objective Structured Clinical Evaluation (OSCE) & checklist among G.N.M final year students. Comparing the mean percentage of OSCE and Checklist 91.39% and 79.62%, it is inferred that the mean percentage of OSCE i.e. 91.39% is higher than the mean percentage of Checklist i.e. 79.62%. Therefore, it can be concluded that the OSCE is more effective than the checklist for evaluating the demonstration of abdominal examination during pregnancy. IV – Conclusion This study concluded that in comparison to, OSCE was found to be a more effective assessment tool than traditional method checklist. Use of OSCE as formative tool will help in modifying teaching- learning strategies so that both, the teachers as well as the students can derive maximum benefit

Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools

Pharmacology has broadened its scope considerably in recent decades. Initially, it was of interest to chemists, doctors and pharmacists. In recent years, however, it has been incorporated into the teaching of biologists, molecular biologists, biotechnologists, chemical engineers and many health professionals, among others. Traditional teaching methods, such as lectures or laboratory work, have been superseded by the use of new pedagogical approaches to enable a better conceptualization and understanding of the discipline. In this article, we present several new methods that have been used in Spanish universities. Firstly, we describe a teaching network that has allowed the sharing of pedagogical innovations in Spanish universities. A European experience to improve prescribing safety is described in detail. The use of popular films and medical TV series in biomedical students shows how these audiovisual resources can be helpful in teaching pharmacology. The use of virtual worlds is detailed to introduce this new approach to teaching. The increasingly important area of the social aspects of pharmacology is also considered in two sections, one devoted to social pharmacology and the other to the use of learning based on social services to improve understanding of this important area. Finally, the use of Objective Structured Clinical Evaluation in pharmacology allows to know how this approach can help to better evaluate clinical pharmacology students. In conclusion, this article allows to know new pedagogical methods resources used in some Spanish universities that may help to improve the teaching of pharmacology.

Rapid cycle deliberate practice to improve airway skills and performance of trainees in a pediatric emergency department.

The study objective was to determine the effect of a rapid cycle deliberate practice (RCDP) program on simulated and actual airway skills by pediatric emergency medicine (PEM) fellows. We designed and implemented a 12-month RCDP airway skills curriculum for PEM fellows at an academic pediatric institution. The curriculum was designed using airway training literature, RCDP principals, and internal quality assurance airway video review program. Simulation training scenarios increased in complexity throughout the curriculum. PEM fellows participated in monthly sessions. Two PEM faculty facilitated the sessions, utilizing a step-by-step objective structured clinical evaluation (OSCE)-style tool for each scenario. Data were collected for all four levels of the Kirkpatrick Model of Training Evaluation-participant response (reaction, pre-post session survey), skills performance in the simulation setting (learning, pre-post OSCE), skills performance for actual patients (behavior, video review), and patient outcomes (results, video review). During the study period (August 2021 to June 2022), 13 PEM fellows participated in 112 sessions (mean nine sessions per fellow). PEM fellows reported improved comfort in all domains of airway management, including intubation performance. Participant OSCE scores improved posttraining (pretraining median score for trainees 57 [IQR 57-59], posttraining median 61 [IQR 61-62], p = 0.0005). Over the 12 months, PEM fellows performed 45 intubation attempts in the pediatric emergency department (median patient age 4 years [IQR 1-9 years]). Compared to a 5-year historical cohort, participants had higher first-pass success (87% vs. 71%, p = 0.028) and shorter attempt duration (22 s vs. 29 s, p = 0.018). There was no significant difference in the frequency of oxyhemoglobin desaturation in the training period versus the historical period (7% vs. 15%, p = 0.231). At multiple levels of educational outcomes, including participant behavior and patient outcomes, an RCDP program was associated with improved airway skills and performance of PEM fellows.

Effectiveness of Utilizing an Evidence-Based Clinical Skill Platform in Critical Care Nursing Course: A Quasi-experimental Study

Background: In today's nursing education, incorporating innovative teaching pedagogies is highly valued, including the utilization of online clinical skills platforms. This study compared the effectiveness of the Clinical Skills platform, an evidence-based e-learning tool, with traditional face-to-face lab demonstration sessions. Methods: A quasi-experimental research study was conducted in the Nursing College, King Khaled University, Kingdom of Saudi Arabia. A convenient sample of 50 students enrolled in the critical care nursing course were divided into two groups: the intervention group utilized the Clinical Skills platform, while the control group received face-to-face lab sessions. Pre-posttest knowledge test for 10 skills were done. Objective Structured Clinical Evaluation (OSCE) were conducted to evaluate skill acquisition as well. Results: A significant improvements in students’ knowledge regarding the ten critical care nursing skill practices as p-value ranged from p=0.042 to p<0.001. Additionally, the intervention group obtained higher percent scores in the OSCE 96% compared to in 80% the control group. Students reported a positive perception of the usability of clinical skill platforms where 84% of the students agreed or strongly agreed that incorporating the Clinical Skills platform was beneficial for their learning experience. In conclusion, these findings support the idea that innovative teaching pedagogies, such as the Clinical Skills platform, enhance the effectiveness of clinical nursing education. This comprehensive and user-friendly platform promotes skill development, active learning, and improved student performance in critical care nursing.

Comparison of three methods of cardiopulmonary resuscitation training in terms of improving the skills of emergency medical technicians; a pretest–posttest study

Objective: There are several methods for teaching emergency medical technicians (EMTs) cardiopulmonary resuscitation (CPR); but choosing the most effective option depends on several factors. This study was designed to compare the effectiveness of three different CPR training methods, including traditional, peer, and virtual methods, for EMTs.
 Methods: This study was a pretest-posttest study, which was performed from March to September 2020 in Tehran, Iran. Participants were EMTs working in the operations department of the EMS center. In the first step, for the pretest evaluation, an Objective Structured Clinical Evaluation (OSCE) exam was held for all participants. Thereafter, the subjects were divided into 3 groups including master-centered traditional collective education, peer training, and virtual courses. Then the participants underwent educational intervention and after that, another OSCE exam was held about 1 week after the sessions to evaluate the effect of interventions.
 Results: At first, 156 volunteers entered the study and participated in the pretest OSCE exam, of which 125 volunteers participated in the posttest OSCE exam. Of these, 51 volunteers participated in the peer education group, 35 volunteers were in the virtual education group, and 39 volunteers in the classic education group. The mean score of the participants in all 4 assessed skills, including endotracheal intubation, laryngeal mask airway insertion, basic life support, and advanced life support, increased significantly after educational intervention in all 3 groups (p<0.05); and this increase was higher in the virtual group compared to the other two groups (p<0.05).
 Conclusion: We found that virtual training was more effective than classic and peer training for CPR training of EMTs.

Evaluation of Point-of-Care Ultrasound Training for Family Physicians Using Teleultrasound.

The goal of this study was to assess family physicians' change in knowledge and ability to perform abdominal aorta ultrasound after implementation of a novel teleultrasound curriculum. This was a prospective, observational study conducted at a single academic institution. Family physicians completed a preassessment, test, and objective structured clinical evaluation (OSCE). Physicians then individually completed a standard curriculum consisting of online content and an hour-long, hands-on training session on abdominal aorta ultrasound using teleultrasound technology. Physicians then performed a minimum of 10 independent examinations over a period of 8 weeks. After physicians completed the training curriculum and 10 independent scans, we administered a postassessment, test, and OSCE. We analyzed differences between pre- and postcurriculum responses using Fisher exact and Wilcoxon signed rank tests. Thirteen family physicians completed the curriculum. Comparing pre- to postcurriculum responses, we found significant reductions in barriers to using aorta POCUS and improved confidence in using, obtaining, and interpreting aorta POCUS (P<0.01). Knowledge improved from a median score of 70% to 90% (P<0.01), and OSCE scores improved from a median of 80% to 100% (P=0.012). Overall, 211 aorta ultrasound examinations were independently acquired with a median image quality of 4 (scale 1 to 4). After an 8-week teleultrasound curriculum, family physicians with minimal experience with POCUS showed improved knowledge and psychomotor skill in abdominal aorta POCUS.

Medical Students’ Perspectives on Professionalism: A Phenomenological Study from a Medical School in Southern Philippines

Professionalism in relation to the medical profession is up to now debatable of what it really means. The study aimed to explore the perspectives of the medical students on professionalism. The phenomenological research was conducted in one of the medical schools in Southern Philippines with 24 national medical students, 12 were in their third year and the other half were in their fourth-year level. Data were gathered through in-depth interviews and focus group discussions. The study generated 16 themes. Based on the identified themes, it showed that the medical students already recognized specific and fundamental knowledge in professionalism. It gradually increased as they entered the clinical environment. All participants highlighted clinical decorum and fundamental values. The increasing trend of undesirable behaviors observed during their clinical years is correlated with their prolonged exposures. The implication of the findings revealed that professionalism should be strengthened and reinforced through actual practice and role modeling among faculty members, administrative staff, and clinical preceptors. Evaluation and practice through simulation and objective structured clinical evaluation can also be done. The lifetime commitment and stringent conformity to the medical code of ethics and professional conduct must be reiterated and role-modeled. Keywords: Medicine, professionalism, lived experiences, medical students, phenomenology, thematic analysis, Philippines DOI: 10.7176/JEP/14-6-08 Publication date: February 28 th 2023

A Study to Assess the Effectiveness of Objective Structured Clinical Evaluation [OSCE] on Knowledge and Skills Regarding Management of Eclampsia Among Nurses Working in Primary Health Care Centers

Background Pregnancy is a phenomenon of joy and pain. An expectant mother during pregnancy has to handle associated wellness and illness. The phase of pregnancy is challenging for every mother a significant number of physical physiological and psychological changes occur during pregnancy. These changes can cause minor problems and major complications. One such commonly occurring complication is eclampsia. The present study was designed to assess and manage eclampsia skills of nurses working in primary health care centers.Methodology One group pretest posttest design was used in this study which was conducted among 83 nurses working in selected primary health care centers in selected district of Karnataka. A structured knowledge and skill questionnaire was designed to assess the skills of nurses on management of eclampsia. The present study used the technique of OSCE Objective Structured Clinical Examination for imparting the knowledge and skills.Results The present study found that the knowledge and skill of nurses in pretest was low compared to posttest. OSCE as method of teaching was effective in improving the knowledge and skill scores in the selected nurses in managing eclampsia.Conclusion The present study was designed with an aim to develop and improve the knowledge and skill of nurses working in primary health care centers as 70 of rural population seek health care services from these peripheral health service providers. Nurses are the key health personnel available 24X7 in these healthcare facilities. Nurses equipped with knowledge and skills for initial management of eclampsia can play a significant role in reducing mortality and morbidity of expectant mothers by better managing eclampsia. The study recommended that nurses should be well equipped with skills for management of complications of labor to promote maternal and child health care.

Autonomic stress response of physiotherapy student in the different scenarios of an objective structured clinical examination

The aim of the present research was to analyse modifications in the autonomic stress response of Physiotherapy students undergoing a 12-scenario Objective Structured Clinical Evaluation (OSCE). A total of 86 last year students of the Physiotherapy bachelor’s degree (27.29 years (SD = 6.66); 36 females and 50 males) randomly assigned were monitored during the complete OSCE to measure heart rate variability (HRV) in temporal, frequency, and non-linear domains. The HRV analysed showed a large anticipatory stress response of students maintained during the entire evaluation. The stress response varied regarding OSCE station complexity and demands and the highest sympathetic response was not found in higher emotional scenarios.The autonomic modulation monitoring allows teachers to design OSCE scenarios more adapted to the students, limiting the effect of the stress response to allow a better performance.

Competency assessment of residents of Intensive Care Medicine through a simulation-based objective structured clinical evaluation (OSCE). A multicenter observational study

The current official model of training in Intensive Care Medicine (ICM) in Spain is based on exposure to experiences through clinical rotations. The main objective was to determine the level of competency (I novice to V independent practitioner) achieved by the residents at the end of the 3rd year of training (R3) in ICM through a simulation-based OSCE. Secondary objectives were: (1) To identify gaps in performance, and (2) To investigate the reliability and feasibility of conducting simulation-based assessment at multiple sites. Observational multicenter study. Thirteen Spanish ICU Departments. Thirty six R3. The participants performed on five, 15-min, high-fidelity crisis scenarios in four simulation centers. The performances were video recorded for later scoring by trained raters. Via a Delphi technique, an independent panel of expert intensivists identified critical essential performance elements (CEPE) for each scenario to define the levels of competency. A total of 176 performances were analyzed. The internal consistency of the check-lists were adequate (KR-20 range 0.64–0.79). Inter-rater reliability was strong [median Intraclass Correlation Coefficient across scenarios: 0.89 (0.65–0.97)]. Competency levels achieved by R3 were: Level I (18.8%), II (35.2%), III (42.6%), IV/V (3.4%). Overall, a great heterogeneity in performance was observed. The expected level of competency after one year in the ICU was achieved only in half of the performances. A more evidence-based educational approach is needed. Multiple center simulation-based assessment showed feasibility and reliability as an evaluation method of competency. COBALIDATION. NCT04278976 . ( https://register.clinicaltrials.gov ). El modelo de formación en medicina intensiva (MI) en España se basa en la experiencia adquirida durante una serie de rotaciones programadas por diferentes áreas clínicas. El objetivo principal del estudio fue determinar el nivel de competencia (I principiante – V autónomo) de los residentes de MI al finalizar el tercer año de residencia (R3) mediante una ECOE basada en simulación. Objetivos secundarios: 1) identificar brechas en el desempeño; 2) investigar la fiabilidad y validez de una ECOE simulada multicéntrica como método de evaluación. Estudio multicéntrico observacional. Trece servicios españoles de Medicina Intensiva. Treinta y seis R3. Los 36 R3 participaron en cinco escenarios clínicos simulados de 15 minutos de duración en cuatro centros de simulación. Las actuaciones se grabaron en video y posteriormente se calificaron por pares de expertos. Un panel de intensivistas expertos seleccionó mediante el método Delphi los elementos críticos esenciales de cada escenario para definir los niveles de competencia. La consistencia interna de los listados de verificación fue adecuada (KR-20:0,64-0,79). La fiabilidad interjueces fue elevada (coeficiente de correlación intraclase [mediana]: 0,89 [0,65-0,97]). Los niveles de competencia conseguidos fueron: nivel I (18,8%), II (35,2%), III (42,6%), IV/V (3,4%). Globalmente, se observó una gran heterogeneidad en el desempeño. El nivel de competencia esperado se logró únicamente en la mitad de las actuaciones. Se necesita un modelo de formación más basado en objetivos y evidencias. La evaluación mediante escenarios simulados en múltiples centros demostró ser factible y fiable.

Competency assessment of residents of Intensive Care Medicine through a simulation-based objective structured clinical evaluation (OSCE). A multicenter observational study

ObjectivesThe current official model of training in Intensive Care Medicine (ICM) in Spain is based on exposure to experiences through clinical rotations. The main objective was to determine the level of competency (I novice to V independent practitioner) achieved by the residents at the end of the 3rd year of training (R3) in ICM through a simulation-based OSCE. Secondary objectives were: (1) To identify gaps in performance, and (2) To investigate the reliability and feasibility of conducting simulation-based assessment at multiple sites. DesignObservational multicenter study. SettingThirteen Spanish ICU Departments. ParticipantsThirty six R3. InterventionThe participants performed on five, 15-min, high-fidelity crisis scenarios in four simulation centers. The performances were video recorded for later scoring by trained raters. Main variables of interestVia a Delphi technique, an independent panel of expert intensivists identified critical essential performance elements (CEPE) for each scenario to define the levels of competency. ResultsA total of 176 performances were analyzed. The internal consistency of the check-lists were adequate (KR-20 range 0.64–0.79). Inter-rater reliability was strong [median Intraclass Correlation Coefficient across scenarios: 0.89 (0.65–0.97)]. Competency levels achieved by R3 were: Level I (18.8%), II (35.2%), III (42.6%), IV/V (3.4%). Overall, a great heterogeneity in performance was observed. ConclusionThe expected level of competency after one year in the ICU was achieved only in half of the performances. A more evidence-based educational approach is needed. Multiple center simulation-based assessment showed feasibility and reliability as an evaluation method of competency. Trial registrationCOBALIDATION. NCT04278976. (https://register.clinicaltrials.gov).

Validity Argument for a Simulation-Based Objective Structured Clinical Examination Scenario for Evaluation of Surgical Skills in Trauma

Trauma is one of the main causes of death globally, and appropriate surgical care is crucial to impact mortality. However, resident-performed trauma cases have diminished in the last 10 years. Simulation-based tools have proven to be effective to evaluate practical skills in a variety of settings. However, there is a lack of evidence regarding proper validation of trauma surgery models. The aim of this study was to evaluate under a contemporary validity framework, an objective structured clinical evaluation (OSCE) scenario for the assessment of basic and advanced surgical skills in trauma and emergency surgery. An OSCE-type simulation assessment program was developed incorporating six stations representing basic and advanced surgical skills that are essential in trauma surgery. Each station was designed using ex-vivo animal tissue. The stations included basic knots and sutures, bowel resection and anastomosis, vascular end-to-end anastomosis, lung injury repair, cardiac injury repair, and laparoscopic suturing. Eight postgraduate year 2 (PY-2), eight recently graduated surgeons (RGS), and 3 experts were recruited, and their performance was blindly assessed by experts using the validated general rating scale OSATS (Objective Structured Assessment of Technical Skills) as well as the time taken to complete the procedure. Significant differences were identified among groups. The average OSATS score was 82 for the PY2 group, 113 for the RGS group, and 147 for the experts (P < 0.01). The average procedural time to complete all the stations was 98 minutes for the PY2 group, 68 minutes for the RGS group, and 35 minutes for the expert surgeons (P < 0.01). An OSCE scenario designed using ex-vivo tissue met 4 out of 5 criteria of the Messick validity framework: content, relation to other variables, response process and consequences of the test. The results show it is a valid strategy for the evaluation of practical skills in trauma surgery.

Objective structured clinical examination (OSCE) to assess the clinical skills of physical therapy students when using physical agents

Introduction: The use of physical agents in physical therapy (PT) requires clinical reasoning, as well as knowledge of their risks and contraindications; however, deficiencies may be observed when used in clinical practice. Objective: To implement the Objective Structured Clinical Evaluation (OSCE) method for the assessment of clinical skills among physical therapy specialty students when using physical agents. Materials and methods: A pilot, non-experimental, cross-sectional study was conducted in 114 physical therapy students enrolled during the first semester of 2019 in a physical agents course offered at the Universidad Andres Bello, Santiago, Chile. The OSCE consisted of 7 peer-validated stations, in which various skills were implemented in simulated clinical scenarios to achieve learning outcomes associated with the use of physical agents, namely: S1: connective tissue flexibility; S2: muscle relaxation; S3: analgesia; S4: drainage; S5: muscle strengthening; S6: parameter interpretation; and S7: equipment installation. Observers at each station assessed students’ clinical skills and decision-making using a checklist. OSCE scores were described using medians and interquartile ranges, representing the data dispersion between the 25th and 75th percentile (P25-P75). Station scores by sex were compared using the Mann-Whitney U test. Results: Median scores were higher than the minimum passing score in stations S1 (66, IQR: 52-70), S2 (55, IQR: 45-60), S3 (60, IQR: 50-69), S4 (65, IQR: 55-73), and S7 (40, IQR: 33-45), but they were below the passing score in stations S5 (54, IQR:46-65) and S6 (10, IQR: 9-13). In addition, 101 (88.59%) students had a global passing score in the OSCE. Conclusion: The OSCE scores obtained by the participants show their attainment of clinical skills when using physical agents since most of them obtained a global passing score; however, reinforcing the clinical skills for parameter interpretation is necessary, considering that the lowest mean score was obtained in said station.

Teaching Physiotherapy Students Physical Examination Skills by Using Photogrammetry: A Randomized Control Trial of 3- Versus 2-Dimensional Images.

Education research explains how healthcare professional training could be more efficient and effective by integrating simulation technology. Despite its relevance in training medical students, the evidence of its effectiveness in the manual skill training of physiotherapy students remains limited. The aim of this study was to compare the effectiveness of 3-dimensional (3D) images of real objects produced by photogrammetry and traditional 2-dimensional (2D) images when introducing manual therapy skills to undergraduate physiotherapy students via an online course. In a randomized controlled trial, a group of first-year physiotherapy bachelor honor degree students participated in a 2-hour online course on 3 manual assessment skills: cervical compression, distraction, and flexion-rotation tests. They demonstrated 2 sets of learning materials, including either 3D images of real rotating objects using close-range photogrammetry (experimental group) or traditional 2D images (control group). After their respective training, an Objective Structured Clinical Evaluation procedure was conducted to demonstrate their knowledge about the techniques. A standardized 9-item practical performance test was used as the primary outcome measure for the analyses. Seventy-seven students participated in the study. The average Objective Structured Clinical Evaluation score for the experimental group (n = 40) was 41.3/50 (±3.9) and the control group (n = 37) was 39.1/50 (±4.5, P = 0.02). For learning 3 cervical spine assessment skills, this study shows that photogrammetry creates 3D images of real rotating objects that are more effective than 2D images for first-year physiotherapy students.

Phenomenological approach of the Live Experiences of the midwifery students on the final examination course the method Objective Structured Clinical Evaluation (OSCE)

Phenomenological approach of the Live Experiences of the midwifery students on the final examination course the method Objective Structured Clinical Evaluation (OSCE)

Validación de la versión en español de un instrumento de evaluación de la comunicación centrada en el paciente en OSCE

ObjectiveThe aim of this study was to validate the Spanish version of the Communication Assessment Tool (CAT) to be used in an Objective Structured Clinical Evaluation (OSCE) to assess communication skills. MethodsData were collected from standardized patients evaluating 125 recent medical school graduates during a 12-station OSCE. A total of 1,500 completed CAT instruments were analyzed. Exploratory and confirmatory factorial analysis were performed and tested the internal consistency of the tool. ResultsWe found a single factor solution in the Spanish version of the instrument, similar to that described by the original author. Cronbach's alpha was high, ranging from 0.93 to 0.97. The overall mean percentage of ‘excellent’ ratings for the recent graduates was 38.07%. ConclusionsThe Spanish version of CAT is a feasible tool to be used in OSCE by standardized patients to assess communication skills in a standardized manner.

Decision-Making and Relationship Competence When Reporting Suspected Physical Abuse and Child Neglect: An Objective Structured Clinical Evaluation.

Mandatory reporting of suspected child abuse and neglect highlights the challenges between the ethical and legal obligations of social workers and the need to maintain the therapeutic relationship with the client. The ability to bridge this tension is paramount to ensure continued psychosocial treatment and the well-being of children. This paper discusses a study to determine the decision-making factors of social work students and practitioners when facing a suspicion of child abuse and neglect, how they justify their decision to report or not report to child protection services, and the current and future relationship repair strategies used with simulated clients during an objective structured clinical evaluation (OSCE). Nineteen BSW, MSW, and experienced practitioners (N = 19) underwent an OSCE with one of two child maltreatment vignettes, physical abuse or neglect. Fisher’s exact test was used to examine participants’ historical and current reporting behaviors. Independent samples T-tests, Cohen’s D, and qualitative content analysis was used to examine participants’ decision making and relationship repair strategies when faced with suspected child abuse and neglect. Results showed that six participants discussed the duty to report during the OSCE while 13 participants did not. Participants’ who discussed and did not discuss the duty to report during the OSCE articulated clear reasons for their decision and identified relationship repair strategies in working with the client. A sub-group of participants who identified the child maltreatment but did not discuss the duty to report, provided more tentative and complex reasons for their inaction and next steps in working with the client. All participants demonstrated a degree of competence and critical reflection in the OSCE, with integration for future learning. These findings are discussed and implications for future practice are offered.

Escape Rooms as a Clinical Evaluation Method for Nursing Students

BackgroundThere are currently no studies available about the possible use of gamification in the evaluation of nursing students’ clinical skills. The purpose of this study was to understand the gameful experience and satisfaction of nursing students in the evaluation of their clinical skills using an escape room. MethodsA quasiexperimental study was carried out. The participants were divided into an experimental group (escape room) and a control group. ResultsThe experimental group had higher than average scores in all dimensions of the gameful experience scale, except in the dimension of negative effects. ConclusionsEscape rooms are a useful tool for the evaluation of nursing students compared with using the objective structured clinical evaluation.

Examining validity and reliability of objective structured clinical examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

BackgroundClinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. The purpose of the study is to determine validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students.MethodsSeven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Census method was used for sampling. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion validity was obtained through determining the correlation between the clinical and theoretical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test.ResultsThe correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p = 0.024) and the mean score of clinical course “gynaecology “(0.419, p = 0.017). There was no significant correlation between OSCE scores and the mean score of theoretical courses (0.23, p = 0. 200).The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant.ConclusionAlthough, it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.

The usefulness and acceptance of the OSCE in nursing schools

This qualitative study explores the usefulness and acceptance attributed by students and faculty members to an Objective Structured Clinical Evaluation (OSCE) administered to nursing undergraduates in Catalonia (Spain) for 10 years. Seventy undergraduate nursing students and twelve faculty members participated in the study. The data collection techniques included an open-ended questionnaire, a student focus group, and individualized faculty interviews. The students experienced the OSCE positively as a learning event that offered an opportunity for feedback that could help them master the required competencies. The OSCE increased students' responsibility by presenting them with a set of challenges that they had to tackle individually. Moreover, it reaffirmed their confidence in situations that closely resembled professional practice. Faculty members valued the ability of the OSCE to integrate and assess competencies, its objectivity, and the indirect information it provided on the effectiveness of the curriculum. The educational impact attributed to the OSCE and its acceptance among faculty and students suggest that it would be useful to re-implement it in the Bachelor's of Nursing in Catalan universities. Our findings may be of use to other nursing programs considering how to assess competency-based education, especially in the context of the European Higher Education Area.