scholarly journals Analysis of a learning assessment system for pediatric internship based upon objective structured clinical examination, clinical practice observation and written examination

2010 ◽  
Vol 0 (0) ◽  
Author(s):  
Gloria E. Sandoval ◽  
Patricia M. Valenzuela ◽  
Marcela M. Monge ◽  
Paulina A. Toso ◽  
Ximena C. Triviño ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Clinical Examination ◽  
Assessment System ◽  
Objective Structured Clinical Examination ◽  
Learning Assessment ◽  
Written Examination

scholarly journals Evaluate the Feasibility of the Implementation of E-Assessment in Objective Structured Clinical Examination (OSCE) in Pharmacy Education from the Examiner’s Perspectives

2021 ◽  
Vol 11 (5) ◽  
pp. 194
Author(s):  
Wen-Ho Chuo ◽  
Chun-Yann Lee ◽  
Tzong-Song Wang ◽  
Po-Sen Huang ◽  
Hsin-Hsin Lin ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Data Processing ◽  
Assessment Method ◽  
Pharmacy Education ◽  
Assessment System ◽  
Objective Structured Clinical Examination ◽  
Practical Application ◽  
Repeated Use ◽  
Examination Process ◽  
Clinical Practice Examination

With the wide application of the OSCE in the field of pharmacy, the development of e-assessment in OSCE is a predictable trend. However, the feasibility of its practical application and the acceptance of examiners who are accustomed to using traditional paper-based methods are worthy of being discussed. The e-assessment system (EAS) was constructed in this study and used in the examination process. Examiner satisfaction and changes in acceptance of EAS were evaluated. Examiners showed high recognition for the advantages of EAS in data processing, but EAS obviously made the examiner more nervous than the paper-based method. After repeated use of the e-OSCE system, the examiner’s satisfaction and acceptance significantly improved, which showed that there was a certain correlation between examiner’s familiarity with the assessment method and their acceptance. Besides, EAS has great advantages over traditional paper-based methods, and it is feasible in clinical practice examination of pharmacy education.

scholarly journals Algorithm for professional communication in medical settings

2017 ◽  
Vol 2 (4) ◽  
pp. 020477
Author(s):  
Vitaliy Bezsheiko ◽  
Inna Davydenko
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Examination ◽  
Educational Material ◽  
Professional Communication ◽  
Objective Structured Clinical Examination ◽  
Medical Settings ◽  
Short Algorithm

This is a short algorithm for professional communication in specific clinical situations. Recommendations are developed on the basis of the guidelines on objective structured clinical examination. It is an educational material, intended for medical students and physicians, who have just started a clinical practice.

scholarly journals Design of a nursing objective structured clinical examination of a first-year clinical practice program

2020 ◽  
Vol 54 ◽  
Author(s):  
Cristina Castro-Yuste ◽  
María Jesús Rodríguez-Cornejo ◽  
María José García-Cabanillas ◽  
María de Carmen Paublete-Herrera ◽  
Juan Carlos Paramio-Cuevas ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Learning Outcomes ◽  
Clinical Examination ◽  
Vital Signs ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Care Plans ◽  
Clinical Nursing ◽  
Assessment And Monitoring ◽  
Clinical Cases

ABSTRACT Objective: The aim of the present study was to design a content-valid nursing objective structured clinical examination attending a first-year clinical nursing practice program. Method: The examination was designed following a procedure based on the consensus of experts which was comprised of three phases: selection of the activities in which students should be competent according to the learning outcomes of the course, clinical case design, and integration of the clinical cases designed into the stations of the test. Results: Of the 44 surveys submitted for the design of the stations, 37 were answered, of which 31 respondents met the inclusion criteria of the panel of experts. The activities on which the experts reached the highest degrees of consensus were: basic physical assessment and monitoring of vital signs, assessment of hygiene and skin status, ability to develop care plans, management of safety principles in administration of medication and administration of oral medication. Based on the selected activities, the experts developed 20 clinical cases, from which a four-station nursing objective structured clinical examination was designed. Conclusion: The structured methodology based on the design of experts enabled the design of a content-valid objective structured clinical examination appropriate for the evaluation of the learning outcomes achieved by the students attending a clinical practice program.

scholarly journals Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination

2021 ◽  
Vol 38 (3) ◽  
pp. 219-226
Author(s):  
Eunbyul Cho ◽  
Ju-Hyun Lee ◽  
O Sang Kwon ◽  
Jiseong Hong ◽  
Nam Geun Cho
Keyword(s):  
Clinical Practice ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Auricular Acupuncture ◽  
Flipped Learning ◽  
Acupuncture And Moxibustion

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students’ satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students’ skills and attitude.

scholarly journals Planning and Implementation of Guided Self-study in an Undergraduate Physiotherapy Curriculum in Switzerland—A Feasibility Study

2020 ◽  
Vol 7 ◽  
pp. 238212052094492
Author(s):  
Slavko Rogan ◽  
Jan Taeymans J ◽  
Stefan Zuber ◽  
Evert Zinzen
Keyword(s):  
Higher Education ◽  
Feasibility Study ◽  
Clinical Examination ◽  
Learning Objectives ◽  
Objective Structured Clinical Examination ◽  
Knowledge And Skills ◽  
Written Examination ◽  
Self Study ◽  
Program Differentiation ◽  
Physiotherapy Students

Background: Self-directed learning (andragogy) or self-determined learning (heutagogy) can be implemented in guided self-study (GSS) with the aim to foster changes in the knowledge and skills of physiotherapy students in a higher education setting. To date, there is a lack of evidence for the use of GSS in higher education for physiotherapy. Aim: This study aimed to evaluate the feasibility of developing and implementing GSS in an undergraduate physiotherapy educational program in Switzerland. In addition, the effectiveness of GSS in bringing changes in knowledge and skills was assessed. Method: Full-time undergraduate physiotherapy students (n = 49) from the third semester volunteered in this feasibility study. Students were randomly allocated into a GSS group or a control group (CG) in the period from October to November 2019. The GSS group prepared a total of 3 clinical cases. Each case was processed in an 8-day cycle. On day 1, the clinical case (ie, description of a patient and symptoms) and learning goals were provided to the students electronically. The students prepared the cases in groups from days 2 to 7. They were guided 2 times by the tutor (physical meeting and via Skype) during this preparation phase. The results of group work were presented and reflected on during a moderated plenum session (90 minutes) on day 8. The feasibility of this higher education study was operationalized as follows: exposure (“dose,” ie, the number of GSS sessions performed over 90 minutes, as well as the content of the cases and the learning objectives); students’ responsiveness, with an a priori set 100% willingness to participate on day 8; program differentiation, to illustrate differences between the content of GSS cases and the curriculum; and degree of acceptability. In addition, an assessment was made of the total scores in the objective structured clinical examination (OSCE) and written examinations, as well as the amount of GSS. Statistical analyses were conducted using an intention-to-treat approach. Results: All 3 GSS sessions on day 8 lasted the scheduled 90 minutes. The content of the presented cases was aligned with the learning objectives. The responsiveness of students willing to participate on day 8 was 42%. In program differentiation, no differences in content were found between the GSS presentation content and the usual curriculum content when compared with the learning aims. Objective structured clinical examination grades and written examination grades were similar for the GSS and CG. The analysis of the focus group interview showed a low degree of acceptability indicating that the students’ workload was high during the GSS period. Conclusions: This study showed that this GSS program for undergraduate physiotherapy students in its current form is “feasible with modification.” Modification of the study protocol (eg, better time planning in the academic calendar) is needed to improve the students’ responsiveness. Alternatively, classroom hours may be reduced to favor self-study time. Such adjustments to the timetable should allow the physiotherapy students to better prepare the clinical cases. The effectiveness of the GSS and normal curriculum on OSCE and written examination scores was similar, probably due to the observed low students’ acceptability

Objective Structured Clinical Examination (OSCE) als kompetenz­orientiertes Prüfungsinstrument in der pflegerischen Erstausbildung

Pflege ◽  
2016 ◽  
Vol 29 (4) ◽  
pp. 193-203 ◽  
Author(s):  
Angelika Beyer ◽  
Adina Dreier ◽  
Stefanie Kirschner ◽  
Wolfgang Hoffmann
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination

Zusammenfassung. Hintergrund: Aufgrund der demografischen und epidemiologischen Entwicklung wird die Vermittlung adäquater pflegerischer Kompetenzen in der pflegerischen Ausbildung zunehmend diskutiert. Kompetenzen sind in den Examina angemessen zu überprüfen. Hierfür haben sich international OSCEs bewährt. Ziel: Ziel der vorliegenden Analyse war die Ermittlung von Kompetenzen, die in pflegerischen Erstausbildungen mit OSCEs überprüft werden. Methodik: In internationalen Datenbanken wurden einschlägige Publikationen recherchiert. Analyse-Einschlusskriterium war die Nennung mindestens einer überprüften Kompetenz. Die Kompetenzen wurden – in Anlehnung an den «Fachqualifikationsrahmen Pflege für die hochschulische Bildung» – nach Wissen, Fertigkeiten und Haltung kategorisiert. Ergebnisse: 36 Artikel erfüllten das Einschlusskriterium. Relevante Studien stammen mehrheitlich aus Großbritannien (UK), Kanada und Australien. Es wurden insgesamt n = 166 Kompetenzen in allen Kategorien identifiziert, die anhand verschiedener Methoden gemessen wurden. Am häufigsten wurden Fertigkeiten überprüft. Dabei wurde der sichere Umgang mit Medikamenten am häufigsten thematisiert. Weitere wichtige Themen waren die Kommunikationskompetenz in Bezug auf PatientInnen und die Fähigkeit zur Selbsteinschätzung. Diskussion: Es werden sehr unterschiedliche Kompetenzen mit differenten Formaten per OSCE gemessen. OSCE ermöglichen eine Überprüfung sowohl auf individueller als auch institutioneller Ebene, also sowohl für die Lehre als auch das Gelernte. Weiterer Forschungsbedarf wird festgestellt.

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