Objective Structured Clinical Examination Method Research Articles

Nursing Students’ Performance and Feedback on Two Clinical Evaluation Methods in Operating Room: A Quasi-Experimental Study

Background: Appropriate clinical evaluation methods correct educational errors, improve clinical training, and better judge students’ skills. Objectives: The present study aimed to evaluate the effects of using objective structured clinical examination (OSCE) and mini-clinical evaluation exercise (Mini-CEX) on operating room students’ performance and satisfaction. Methods: One group was evaluated by the Mini-CEX method and the other by the OSCE method after random allocation. Feedback was subsequently collected, and data were analyzed using descriptive and analytical statistics. Results: No significant difference was observed between the 2 groups regarding main demographic variables. The percentage of satisfaction with the evaluation method was higher in the Mini-CEX group, but this difference was insignificant (P > 0.05). The highest satisfaction was obtained for “fairness” in the OSCE group and “skill promotion” in the Mini-CEX group. The least satisfaction in both groups was related to “stressfulness.” The mean of final performance scores was significantly higher in the Mini-CEX group (P < 0.05). Conclusions: Although both the OSCE and Mini-CEX evaluation methods achieved acceptable satisfaction, the Mini-CEX evaluation method improved the operating room students’ performance in the clinical field. Therefore, this evaluation method is suggested to enhance the operating room students’ clinical skills.

Hybrid Objective Structured Clinical Examination (OSCE) for Preclinical Medical Students in UPM: A Lesson Learnt from COVID-19 Pandemic

The global lockdown caused by the COVID-19 pandemic in 2020 necessitated several modifications for objective structured clinical examination (OSCE) to be conducted virtually. Since the reopening of higher institutions post COVID-19 in the year 2022, the teaching and learning methods at Universiti Putra Malaysia (UPM) have reverted to either face-to-face or hybrid modes. Nevertheless, there were circumstances where an adaptation of the virtual OSCE method for a hybrid session had to be arranged, specifically for students who could not physically attend the examination. Therefore, in this commentary, we aim to share the experience of conducting a hybrid OSCE session for preclinical medical students at UPM. It also summarises the advantages and challenges faced by the students, examiners and examination committee, as well as future recommendations, should a similar situation arises in the future.

A study to assess the effectiveness of OSCE (Objective structured clinical examination) method on cardiopulmonary resuscitation (CPR) among B.Sc. Nursing 2nd Year Students of Government College of Nursing, Ujjain (M.P.)

A study to assess the effectiveness of OSCE (Objective structured clinical examination) method on cardiopulmonary resuscitation (CPR) among B.Sc. Nursing 2nd Year Students of Government College of Nursing, Ujjain (M.P.)

Comparison of Methods of Assessment and Results of Traditional Osce with Electronic-Osce

Introduction: The onset and rise of COVID-19 and its sudden progression to a worldwide pandemic lead medical and dental institutes to change their way of teaching and conducting assessments to distance learning as compared to the previously applied conventional approaches. Teaching and assessment during this era have changed vastly, earlier it was solely traditional/live Objective Structured Clinical Examination (OSCE) but due to the current circumstances electronic/online OSCE (E-OSCE) method was introduced. In Pakistan also, Pakistan Medical Council (PMC) and the College of Physicians and Surgeons of Pakistan (CPSP) conducted online exams so that the scheduled exams do not get delayed. Aim: The main objective of this paper is to measure the reliability of an E-OSCE and to compare it with the traditional OSCE. Methodology: This was a cross-sectional study which got conducted at the Rawal Institute of Health Sciences, Islamabad. Traditional OSCEs and E-OSCEs were conducted with 71 participants including final year students and house officers. Each OSCEs had 10 stations, including one interactive station in traditional OSCE. Students’ scores in both the OSCEs were collected and paired t-test was used to compare the mean scores at p<0.05. Results: Total number of house officers were 27 and final year students were 44. The scores of 71 participants were collected. The difference between mean scores of house officers’ traditional OSCE and E-OSCE was statistically significant (p=0.000). The difference between final year students traditional OSCE and E-OSCE was also statistically significant (p=0.020). Finally, the overall difference between traditional OSCE and E-OSCE was also statistically significant (p=0.000) Practical implication: The main objective of this study was to assess the reliability of an E-OSCE and to compare whether the electronic method of conducting OSCE is more reliable than the traditional method of conducting OSCE. Conclusion: Despite limitations and the biases, the results of E-OSCE proved to be better than traditional OSCE. Further research needs to be conducted on E-OSCE to control the factors causing biases and limitations. Keywords: Traditional OSCE, E-OSCE, COVID-19, methods of assessment, medical education, dental education, distance learning.

Virtual reality as a learning tool for improving infection control procedures

BackgroundHand hygiene and donning personal protective equipment (PPE) are essential techniques for infection control; however, low compliance is an issue. The effectiveness of virtual reality (VR) in learning infection control procedures is unknown. MethodsTo verify the effectiveness of VR, medical students were categorized into VR or lecture groups (n=21 each). Each group was given the same curricular content; one group received the training through VR learning using a fully-immersive 360-degree video and the other was conventional lecture-style learning. Before and after the training, they were evaluated for the implementation of hand hygiene and PPE using an Objective Structured Clinical Examination method. Post-test questionnaires were administered. ResultsThe scores for hand hygiene, donning PPE, and the total score increased after learning in both groups. There was no difference between the pre-test total scores of the two groups (7 [5-9] vs 6 [5-7.5], P=.352); however, the VR group had significantly higher post-test total scores than the lecture group (12 [9.5-12] vs 9 [8-12], P=.024). More students in the VR group responded that they enjoyed the training and would like to use the same learning method next time. ConclusionsVR can be a useful tool for learning and practicing appropriate infection control procedures.

A Study to Assess the Level of Satisfaction among IV Year BSc Nursing Students Related to Midwifery on Traditional Practical Examination Method and Objective Structured Clinical Examination Method (OSCE)

The objective structured clinical examination (OSCE) is a method in which students are assessed for clinical skills in a series of stimulated stations that may invove history collection, Physical assessment, laboratory investigation, treatment and hands on demonstration. On the other hand, Traditional practice methods (TPEM) such as oral viva, written assignment, MCQs and Nursing care plans are often used in the assessment of Nursing students. Objectives: • To assess the level of satisfaction of nursing students on OSCE. • To assess the level of satisfaction of nursing students on traditional practical examination method. Methods: A descriptive research study was conducted on a total of 27 nursing students to assess the level of satisfaction. The questionnaire is structured Likert scale. Results: The present study revealed that overall samples satisfied with OSCEwere67.7% whereas satisfaction percentage for TPEM was 46.0%. This concludes that samples under study were more satisfied with OSCE as method of examination whereas the satisfaction level of samples was less than 50% in case of traditional practical examination method. Keywords: Nursing students, Objectives structured clinical examination, Traditional examination methods (TPEM), Level of satisfaction

Assess the Knowledge and Utilization of Janani Shishu Suraksha Karykram among Postnatal Mothers in Selected Urban Health Centres

The act of giving the birth is only moment when both pain and pleasure conserve at moment of time. This experience of transformation from womanhood/wife hood into the motherhood is privilege reserved exclusive for woman. Hence this transformation phase that a pregnancy and following childbirth has been contributing to have great impact on both maternal and infant health. Mother /children constitute priority group they comprise approximately 71.4% of population of developing countries. In India woman of child bearing age constitute 22.2% and child under 15-year age of about 35.3% of total population together they constituents nearly 57.5% of total population. Globally observation show that in developed region maternal mortality rate average in 385/100,000 live birth. In developed country region the figure 440 for same number of live births. The government of India launched new initiative of Janani Shishu Suraksha Karykram from Mewat district in Haryana on June 1 (2011) unmistakably signal a huge leap forward in quest to make health for all reality. Keywords: Postnatal Mother, JSSK, Chi Square. Recent Article ● Compare the Effectiveness of Honey Dressing Vs Existing Dressing Practices on Wound Healing, Wound Infection and Pain among Patients with Diabetic Foot Ulcer in Selected Hospital, Kanyakumari District ● Effectiveness of Emergency Preparedness Protocol on Knowledge and Skill Regarding Pre Hospital Management of Cardiac Emergencies among Patients with Chronic Illness and Their Caregivers, at Selected Hospitals at Kanyakumari District ● Knowledge Regarding Diarrhea Among The Mothers Of Under Five Children ● Assess the Knowledge and Utilization of Janani Shishu Suraksha Karykram among Postnatal Mothers in Selected Urban Health Centres ● A Descriptive Study to Assess the Knowledge and Practice Regarding Insulin Self-Administration among Diabetic Patients at Elected Tertiary Care Hospital of Bangalore ● A Descriptive Study to Assess the Knowledge and Practice of Mothers Regarding the Effect of Smartphone Usage among Children Attending Paediatric OPD in a Tertiary Care Hospital at Bangalore ● Psychological Impact and Resilience among College Students in the Midst of Covid-19 Pandemic: A Review ● A Study to Assess the Level of Satisfaction among IV Year BSc Nursing Students Related to Midwifery on Traditional Practical Examination Method and Objective Structured Clinical Examination Method (OSCE) ● A Descriptive Study to Assess the Knwoledge and Pratice Regarding Domestic Waste Management among Households in a Selected Urban Community

Implementation of active learning methods by nurse educators in undergraduate nursing students\u2019 programs \u2013 a group interview

BackgroundModern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future.MethodsQualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted.ResultsFourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods.ConclusionsThe use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

The IMPLEMENTATION OF OSCE (OBJECTIVE STRUCTURED CLINICAL EXAMINATION) METHODS STUDENTS OF STIKES HANGTUAH PEKANBARU

The development of nursing science and technology that is increasingly sophisticated requires nursing staff to be competent, so that the world of nursing education must be able to prepare graduates who are able to compete both nationally and globally. To achieve competence, especially in the field of skills, the OSCE (Objective Structured Clinical Examination) method is used. To assess clinical performance or abilities in a structured and objective manner. This study aims to describe the design (the preparation of blue prints, cases and stations and the preparation of a checklist or rating form) used in OSCE, describe standard patients, describe OSCE examiners, describe facilities and infrastructure in the implementation of OSCE, describe standard settings in the implementation of OSCE and describe overall OSCE implementation. This research used observational quantitative research with a descriptive research design. The population in this study were lecturers who carried out OSCE using a total sampling technique. The data collection tool used a questionnaire and data analysis was carried out univariately. The results of the study show that 18 (60%), OSCE standard patients have carried out 16 (53.3%), OSCE examiners have carried out 20 (53,3%) have carried out the OSCE design (blue print, case and station preparation and checklist or rating form) 66.7%), OSCE facilities and infrastructure that have been implemented 19 (63.3%), OSCE standard setting that has been implemented 16 (53.3%) and OSCE implementation that has been implemented as a whole is 17 (56.7%) . The implementation of OSCE must be using the existing standart, so it can be used as a tool to evaluate the students' clinical skills, blue print  is an important aspect to be prepare before OSCE.
  

Perceptions of Lebanese nursing students and examiners regarding the Objective Structured Clinical Examination Method (OSCE) in nursing fundamentals: A mixed method study

This research paper examines the Objective Structured Clinical Review (OSCE) perspectives of university nursing students, and examiners to appraise necessary nursing skills. A mixed-method design captures the perspectives and interactions of the OSCE respondents. The study comprised of 315 students participating in the Nursing Fundamentals course, and 18 examiners recruited to conduct the OSCE exam. A structured survey and focus group discussions were used to gather data, utilize semi-structured inquiries, and collect and transpose thematic analysis. Through the SPSS program, quantitative data were analyzed. The findings showed that participants found the OSCE to be a robust evaluation method that increases students' in-depth training and clinical settings readiness. Students instead considered the test to be a stressful encounter highlighting the necessity for more time on OSCE stations. Suggestions to enhance the OSCE procedure included expanding pre-examination training and introducing a mixed learning approach to maximize responsiveness to these activities.

Assessing the online objective structured clinical examinations in urology qualifying exam for urology residents in Indonesia during COVID-19 time

This project aimed to assess the Online National Board of Urology Objective Structured Clinical Examination (OSCE) feasibility in evaluating candidates simultaneously from five urology training centers in Indonesia during the COVID-19 pandemic. Data were collected from two online OSCE simulation trials and the Online National Board of Urology OSCE. A self-administered questionnaire was used to assess examiners and candidates’ perception. The average final score of the Online OSCE was compared to previous face-to-face OSCE results. All candidates and examiners (100%) heard and saw clearly the audio-visual in both OSCE simulation trials. None of the candidates had a failing score on the mock exam from all stations. There was a statistically significant difference between the online OSCE and December 2019 face-to-face OSCE. The Online National Board Urology OSCE was feasible and comparable to face-to-face OSCE in evaluating urology candidates. It may be beneficial for the future OSCE method in the medical education system.•Objective Structured Clinical Examination (OSCE) which assesses a broad range of urology candidates’ high-level clinical skills, is a more valid and reliable assessment instrument than the traditional oral examination•The Online National Board of Urology OSCE method can help evaluate urology candidates, especially during the unprecedented COVID-19 pandemic

Developing OSCE for Pharmacy Students in The Pandemic Era

The COVID -19 pandemic has affected many aspects of life, one of which is in the field of education. Transformation toward various e-learning process has been conducted in order to prevent transmission of the disease caused by massive gathering. Obstacles appear when trying to deliver and assess practical skills which are usually done face to face with the teachers or instructors. These obstacles are also seen in pharmacy schools where skills such as patient counselling, compounding and dispensing, etc. are important competencies for the students to achieve. In order to overcome these obstacles, we developed a method for conducting the objective structured clinical examination (OSCE) through online process. This study was aimed to evaluate the new online OSCE method for pharmacy students to be conducted in the pandemic era.
 The evaluation of online OSCE trial was conducted using a simple Google form-based questionnaire which evaluated the platform used, the process of online OSCE and the instruction understandings. Respondents consisted of 52 examinees from the students of Pharmacist Profession Program UMY and 15 examiners from the lecturers or assistants who participated in the online OSCE trial held in June 2020. Data was analyzed descriptively to give a comprehensive picture on respondents’ perception towards the new method.
 The result showed that 78.8% examinees and 73.3% examiner agreed that the platform was easy to use, 65.4% examinees and 100% examiner agreed that the whole process of the exam was easy to understand, only 15.4% examinees and 26.7% examiner agreed that the time was sufficient, 73.1% examinees and 100% examiner agreed that the instructions of each station was clear. It can be concluded from the study that online OSCE method was feasible to be conducted during pandemic, particularly, for clinical pharmacy skills. Adjustment should be done to ensure that the time allocation for each station is adequate.

[Evaluating the Health and Social Care Competences of Nursing Students Using Skills Competition].

After graduation, new nurses provide care directly to clients in the health and social care sectors. Nurses with higher levels of health and social care competences have been shown to provide better quality of care. The skills competitions organized and held by the Ministry of Labor follow international standards and address the general roles and functions of care providers worldwide. Using the results of these skills competitions to confirm the health and social care competences of nursing students important for nursing education. This study was designed to assess the performance of nursing students in the skills competition and to identify the strengths and weaknesses of these students with regard to related competences in the context of current global standards. This was a retrospective research study. Data were collected from the results of skills competitions using the Scenario-based Objective Structured Clinical Examination method. Descriptive statistics were used to analysis the data. The mean score for health and social care competence was 67.9 ± 12.9. The score for the home care dimension (65.1 ± 14.1) was the lowest dimension score. The most two improved of the six competence dimensions were problem solving/innovation and creativity (53.7 ± 3.9) and evaluating response to care (55.9 ± 4.0). The lowest health and social care item scores were practicing the five moments of hand hygiene (42.7%) and encouraging patient to discuss health problems (43.1%). The results showed that the competence level of the students was moderate. Nursing educators should develop appropriate education approaches for teaching and evaluation and improve the health and social care competences of nursing students.

Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions
 Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance.
 Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams.
 Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores.
 Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

Promotion of knowledge, skill, and performance of emergency medical technicians in prehospital care of traumatic patients: An action-research study

Background: Annually, there is a high rate of mortality due to trauma. Prehospital emergency personnel are the first caregivers present beside trauma patients, and their dexterity to take care of trauma patients is of great significance in the vast majority of patients' survival. Materials and Methods: This study was action research with the participation of 125 prehospital emergency personnel from May 2016 to December 2018 in five stages (observation, reflection, planning, action, and evaluation) in Iran. Knowledge, skills, and performance of personnel were assessed before and after the action. Data collection tools included knowledge questionnaire and PERFECT skill assessment checklist by Objective Structured Clinical Examination method and researcher-made checklist for performance. Data were analyzed using SPSS-21 software. Results: The findings indicated that 67.82% and 84.4% of prehospital emergency staff have median to low knowledge and expertise in respect to trauma care, respectively. Their performance of necessary measurements for trauma patients was poor prior to training. There was a significant difference between the mean knowledge, skills, and performance of medical emergency technicians before and after the training course (P = 0.00). Conclusions: Participation of beneficiaries in planning for trauma patient's care is helpful. Establishment of prehospital trauma life support training in the medical emergency, training curriculum, and its instruction to prehospital emergency personnel while serving in trauma care will be of great benefit.

Comparing Objective Structured Clinical Examinations and Traditional Clinical Examinations in the Summative Evaluation of Final-Year Medical Students.

Background:Medical schools have traditionally assessed medical students using long and short cases. Objective structured clinical examination (OSCE) has been found to be more reliable.Aim:To compare OSCE and traditional method of assessment in the summative assessment of final-year medical students.Methodology:This was a retrospective cross-sectional study conducted at Enugu State University of Science and Technology College of Medicine. The Department of Internal Medicine organized clinical examinations consisting of long and short cases. The Department of Surgery organized an OSCE consisting of two parts (picture OSCE and clinical OSCE). Students' scores in both internal medicine and surgery were collated and subjected to analysis with SPSS version 23 (IBM; SPSS, Chicago, IL, USA). Pearson's correlation was used to assess the correlations, paired t-test was used to compare the mean scores, and Cronbach's alpha was used to assess the reliability. P < 0.05 was considered statistically significant.Results:Out of the 73 candidates, 41 were female and 32 were male giving a female: male ratio of 1.3:1. Using paired sample t test, there were significant differences between the mean score in long case (mean = 52.86, standard deviation [SD] = 4.315) and mean score in clinical OSCE (mean = 58.356, SD = 7.906), t (72) = −7.181, P = 0.000; mean score in short case (mean = 52.86, SD = 4.097) and mean score in picture OSCE (mean = 48.580, SD = 8.992, t (72) =4.558, P = 0.000; no significant difference between the mean total score in internal medicine clinicals (mean = 105.712, SD = 6.680) and mean total score in surgery clinicals (mean = 106.915, SD = 15.846), t (72) = −0.788, P = 0.433. The Cronbach's alpha for traditional examination and OSCE was 0.437 and 0.863, respectively.Conclusion:OSCE gives a similar mean score to traditional method, but OSCE is more reliable.

Percepção do estudante sobre a implantação do método OSCE no curso de Odontologia em uma universidade particular

O Objective Structured Clinical Examination (OSCE) é uma avaliação que observa e intervém nas inseguranças dos estudantes em uma condição clínica simulada. Essa forma de avaliar competências, habilidades clínicas, conhecimento, atitudes, comunicação e profissionalismo é considerada uma ferramenta importante no processo de ensino-aprendizagem. Nesse contexto, surgiu a necessidade em implementar, no curso de Odontologia, a avaliação de competência clínica OSCE. O objetivo do estudo foi avaliar a percepção do estudante de Odontologia sobre o método OSCE e seu impacto na formação acadêmica deles. Participaram 34 estudantes do último ano do curso. O instrumento de coleta de dados foi um questionário com opções de respostas (“discordo", "concordo", "concordo parcialmente", “indiferente") que foi respondido voluntariamente. Os dados foram submetidos ao teste Qui-quadrado que comparou as respostas das quatro aplicações da metodologia OSCE durante o ano, com nível de significância de 95% (p&lt;0,05). Em relação à mesma pergunta, a diferença também foi significativa na última avaliação (93,1%; p=0,017). Quanto ao método ter contribuído para o futuro na prática profissional, 93,1% (p=0,042) dos estudantes concordaram, na última avaliação do ano. Pode-se concluir, com base na análise de resposta dos questionários nos quatro bimestres, que a percepção dos estudantes de Odontologia do 5ᴼ ano noturno da Universidade Positivo frente à introdução do método OSCE foi bem aceita e positiva, uma vez que a maioria das respostas indicaram que o método contribuiu significativamente para a formação e ofereceu oportunidade de aprendizagem.

A comparative study of OSCE and traditional methods of evaluation in nursing: A narrative review

Introduction: Objective Structured Clinical Examination (OSCE) is a modern type of examination used in health sciences and it has been widely used in the assessment of students' clinical performance and skills competency. The Traditional method refers to a traditional way of evaluating a practical skills and knowledge of the students as in essay type i.e, written form, viva, procedure or history collection of the client. Aim: The aim of this narrative review is to find information on the effectiveness of OSCE versus Traditional methods of evaluation.Methodology: Types of studies- Descriptive- Comparative study, Quasi-experimental design- one group pre-test post-test design.Types of participants: Nursing students.Setting: Nursing Colleges.Outcome: This narrative review result shows that OSCE method is an effective method for evaluation compare to a Traditional method.

Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study.

This study explores the experiences of undergraduate nursing students and examiners with the Objective Structured Clinical Examination (OSCE) as an evaluation of physical assessment skills. A mixed methods approach captures participants' perceptions and experiences with the OSCE. The sample consisted of 55 students enrolled in the physical assessment course and eight external examiners. Data were collected using a standardized questionnaire and focus group interviews, using semi-structured questions, recorded and transcribed for thematic analysis. Quantitative data were analyzed using SPSS software. Results indicated that participants regarded the OSCE as a valuable assessment tool that enhances in-depth learning and preparation of students for clinical practice. Participants also perceived the exam to be a stressful experience, citing the need for more time on examination stations. Recommendations for improving the OSCE process included extending preparation prior to the exam, training of simulated patients, adopting a blended learning model, and upgrading the setting of the exam. This paper supports evidence of the value of the OSCE as an appraisal of physical assessment skills in undergraduate nursing education.

Assessment of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review

A systematic review of clinical pharmacy assessment articles published from 2003 to 2016 was conducted. The electronic databases used to identify relevant studies were PUBMED, Science Direct, Cochrane Database of Systematic Reviews and Google Scholar. Search terms used were “Pharmacy student*” [MeSH] AND “assessment” [MeSH]) AND “Clinical skills” [MeSH]. The variables coded included characteristics of the assessment (e.g. aim, level, duration, learning and teaching methods), methods and outcomes. The electronic database search retrieved 122 articles while only 14 studies fulfilled the eligibility criteria. According to the review, it was indicated that methods of student clinical skills evaluation using OSCE has been implemented widely in pharmacy schools. OSCE has been used to evaluate the outcome of pharmacy courses and entry to practice examination, served as primary assessment tool in pharmacy education. Regarding the validation of the OSCE methods, the OSCE was valid, reliable and acceptable to be implemented. Pharmacy students felt that they learned clinical patient care better when using OSCE and many of them indicated the need for more exposure and additional class to improve skills. OSCE are formally involved in clinical skills assessment and as an important part of the educational life cycle for pharmacists. OSCE can play an important role in the pharmacy curriculum and providing students with a real-world context for understanding complex patient care needs.   How to Cite this Article Pubmed Style Susi Ari Kristina, Yosef Wijoyo. of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. SRP. 2019; 10(1): 55-60. doi:10.5530/srp.2019.1.9 Web Style Susi Ari Kristina, Yosef Wijoyo. of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. http://www.sysrevpharm.org/?mno=302644534 [Access: March 29, 2021]. doi:10.5530/srp.2019.1.9 AMA (American Medical Association) Style Susi Ari Kristina, Yosef Wijoyo. of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. SRP. 2019; 10(1): 55-60. doi:10.5530/srp.2019.1.9 Vancouver/ICMJE Style Susi Ari Kristina, Yosef Wijoyo. of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. SRP. (2019), [cited March 29, 2021]; 10(1): 55-60. doi:10.5530/srp.2019.1.9 Harvard Style Susi Ari Kristina, Yosef Wijoyo (2019) of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. SRP, 10 (1), 55-60. doi:10.5530/srp.2019.1.9 Turabian Style Susi Ari Kristina, Yosef Wijoyo. 2019. of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Reviews in Pharmacy, 10 (1), 55-60. doi:10.5530/srp.2019.1.9 Chicago Style Susi Ari Kristina, Yosef Wijoyo. Assessment of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. Systematic Reviews in Pharmacy 10 (2019), 55-60. doi:10.5530/srp.2019.1.9 MLA (The Modern Language Association) Style Susi Ari Kristina, Yosef Wijoyo. Assessment of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. Systematic Reviews in Pharmacy 10.1 (2019), 55-60. Print. doi:10.5530/srp.2019.1.9 APA (American Psychological Association) Style Susi Ari Kristina, Yosef Wijoyo (2019) of Pharmacy Students’ Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Reviews in Pharmacy, 10 (1), 55-60. doi:10.5530/srp.2019.1.9