scholarly journals Reliability of a viva assessment of clinical reasoning in an Australian pre-professional osteopathy program assessed using generalizability theory

2017 ◽  
Vol 14 ◽  
pp. 1 ◽  
Author(s):  
Brett Vaughan ◽  
Paul Orrock ◽  
Sandra Grace
Keyword(s):  
Student Teaching ◽  
Clinical Examination ◽  
Clinical Reasoning ◽  
Generalizability Theory ◽  
Faculty Members ◽  
Objective Structured Clinical Examination ◽  
Generalizability Coefficient ◽  
Teaching Clinic ◽  
Generalizability Analysis ◽  
Case Based

Clinical reasoning is situation-dependent and case-specific; therefore, assessments incorporating different patient presentations are warranted. The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical reasoning in an Australian pre-registration osteopathy program using generalizability theory. Students (from years 4 and 5) and examiners were recruited from the osteopathy program at Southern Cross University, Lismore, Australia. The study took place on a single day in the student teaching clinic. Examiners were trained before the examination. Students were allocated to 1 of 3 rounds consisting of 5 10-minute stations in an objective structured clinical examination-style. Generalizability analysis was used to explore the reliability of the examination. Fifteen students and 5 faculty members participated in the study. The examination produced a generalizability coefficient of 0.53, with 18 stations required to achieve a generalizability coefficient of 0.80. The reliability estimations were acceptable and the psychometric findings related to the marking rubric and overall scores were acceptable; however, further work is required in examiner training and ensuring consistent case difficulty to improve the reliability of the examination.

Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

2020 ◽  
Vol 5 (2) ◽  
pp. 28-35
Author(s):  
Jenny Novina Sitepu
Keyword(s):  
Clinical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Treatment Practice ◽  
Standard Patient ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in  Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions:  Students’ achievement in OSCE of first term academic year 2017/2018 is need to  be improved.

scholarly journals Clinical skills assessment: limitations to the introduction of an "OSCE" (Objective Structured Clinical Examination) in a traditional Brazilian medical school

2004 ◽  
Vol 122 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Luiz Ernesto de Almeida Troncon
Keyword(s):  
Medical School ◽  
Student Perceptions ◽  
Clinical Examination ◽  
Time Management ◽  
Clinical Skills ◽  
Faculty Members ◽  
Objective Structured Clinical Examination ◽  
School Type ◽  
Stress Control ◽  
Structured Questionnaire

CONTEXT: Assessment of clinical skills has a central role in medical education and the selection of suitable methods is highly relevant. The OSCE (Objective Structured Clinical Examination) is now established as one of the most valid, reliable and effective tests for the assessment of clinical skills. OBJECTIVE: To describe student and faculty perceptions of an OSCE introduced in a traditional Brazilian medical school. TYPE OF STUDY: Descriptive, semi-quantitative study. SETTING: Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. PARTICIPANTS: 258 junior medical students finishing an introductory course on basic clinical skills and six faculty members deeply involved with the OSCE administration. PROCEDURES: Over a period of three consecutive years, student perceptions on the examination were evaluated using a structured questionnaire containing several five-point scales; faculty members' opinions were collected using a structured questionnaire plus a personal interview. MAIN MEASUREMENTS: Student satisfaction or dissatisfaction with aspects of OSCE administration and positive or negative opinions from faculty members. RESULTS: Students were comfortable with cases and tasks, but nearly half (48%) of them criticized organizational aspects of the OSCE. Substantial proportions of students reported difficulties with both time management (70%) and stress control (70%). Improvement of several aspects of exams reduced criticism of organization to a minority (5%) of students, but the proportions of students reporting difficulties with time management (40%) and stress control (75%) during the exam remained virtually unchanged. Faculty members acknowledged the accuracy of the OSCE, but criticized its limitations for assessing the integrated approach to patients and complained that the examination was remarkably time and effort-consuming. The educational impact of the OSCE was felt to be limited, since other faculty members did not respond to the communication of exam results. CONCLUSIONS: In addition to shortage of resources and organizational difficulties, local cultural aspects and the absence of a more favorable educational climate may hinder lasting improvements in assessment methods in traditional medical schools.

scholarly journals Implementation of Objective structured clinical examination (OSCE) as a tool to evaluate the development of clinical reasoning in physical therapy students and level of satisfaction with its use

2021 ◽  
Vol 70 (2) ◽  
pp. e90746
Author(s):  
Nicole Figueroa-Arce ◽  
Paola Figueroa-González ◽  
Luis Gómez-Miranda ◽  
Ruvistay Gútierrez-Arias ◽  
Viviana Contreras-Pizarro
Keyword(s):  
Physical Therapy ◽  
Clinical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Satisfaction Survey ◽  
Physical Therapy Students ◽  
Cross Sectional ◽  
Level Of Satisfaction ◽  
Passing Score

Introduction: Clinical reasoning involves critical thinking and decision-making in clinical situations. It can be evaluated using Objective structured clinical examination (OSCE), which measures clinical skills associated with the development of clinical reasoning. Objective: To describe the implementation of an OSCE to evaluate the clinical skills associated with the development of clinical reasoning in physical therapy students, and to determine their level of satisfaction with this strategy. Materials and methods: Cross-sectional descriptive study carried out in 159 physiotherapy students from Universidad Andres Bello, Chile, enrolled in the Reasoning in Physical therapy course. The OSCE had 11 stations and a student satisfaction survey was administered. Data normality was determined using the Shapiro-Wilk test. Descriptive statistics (percentages, medians, and interquartile ranges (IQR)) were used for data analysis. Results: The median global score was 142 points (IQR:132-150) and 61.1% of the students obtained a passing score (≥ 134 points). Stations in which most students had a passing score were S3, S5 and S7 (with standardized patients): 78.62%, 96.85% and 85.53%, respectively. Regarding the satisfaction survey, 36.48% and 59.12% of the students agreed and strongly agreed with using tools that assess their clinical skills. Conclusions: The OSCE was successfully designed and implemented to evaluate the clinical skills associated with the the development of clinical reasoning in the study population, and most of them reported a high level of satisfaction with its use; this confirms OSCE is an excellent methodology to train and evaluate physical therapy students.

scholarly journals Reliability analysis of the objective structured clinical examination using generalizability theory

2016 ◽  
Vol 21 (1) ◽  
pp. 31650 ◽  
Author(s):  
Juan Andrés Trejo-Mejía ◽  
Melchor Sánchez-Mendiola ◽  
Ignacio Méndez-Ramírez ◽  
Adrián Martínez-González
Keyword(s):  
Reliability Analysis ◽  
Clinical Examination ◽  
Generalizability Theory ◽  
Objective Structured Clinical Examination

scholarly journals Neurology objective structured clinical examination reliability using generalizability theory

Neurology ◽  
2015 ◽  
Vol 85 (18) ◽  
pp. 1623-1629 ◽  
Author(s):  
Angela D. Blood ◽  
Yoon Soo Park ◽  
Rimas V. Lukas ◽  
James R. Brorson
Keyword(s):  
Clinical Examination ◽  
Generalizability Theory ◽  
Objective Structured Clinical Examination

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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