scholarly journals The Assessment of Undergraduate Medical Students’ Satisfaction Levels With the Objective Structured Clinical Examination

2014 ◽  
Vol 16 (8) ◽  
Author(s):  
Ahmad Khosravi Khorashad ◽  
Somayyeh Salari ◽  
Humain Baharvahdat ◽  
Sepideh Hejazi ◽  
Shiva M. Lari ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Undergraduate Medical Students ◽  
Students Satisfaction

scholarly journals THE UNDERGRADUATE MEDICAL STUDENTS’ PITFALLS IN EYE EXAMINATION STATION OF OBJECTIVE STRUCTURED CLINICAL EXAMINATION

2019 ◽  
Vol 8 (3) ◽  
pp. 144
Author(s):  
Widyandana Doni ◽  
Angela Nurini Agni ◽  
Agus Supartoto
Keyword(s):  
Visual Acuity ◽  
Medical Students ◽  
Visual Field ◽  
Clinical Examination ◽  
Anterior Segment ◽  
Posterior Segment ◽  
Objective Structured Clinical Examination ◽  
Undergraduate Medical Students ◽  
Skill Laboratory ◽  
Eye Examination

Background: High prevalence of eye disorders in Indonesia requires medical doctors to be skillful and well trained in ophthalmologic examination. Undergraduate medical students usually start their clinical simulation practice and ophthalmology assessment in a safe learning environment. Skill laboratory as the learning facility should be evaluated and improved regularly. This study aimed to evaluate student’s pitfalls in the eyes OSCE station. Methods: Descriptive analytic study involving Objective Structured Clinical Examination (OSCE) eye examination station score from 1st - 4th year undergraduate medical students batch 2010 in Faculty of Medicine, Universitas Gadjah Mada, Indonesia (n=516). All checklists’ scores were analyzed based on particular sub-scales in every examination topic to explore the most pitfalls made by students in eye examination station during OSCE. Results: The order average value of each subscale in OSCE are: Doctor patient interaction (88.42), History taking skills (82.44), Professionalism (76.43), Physical Examination (74.62), Diagnosis (60.68), Management of Pharmacotherapy (54.70). The percentage of failed-students (scores <70) in 1st-4th year OSCE based on topics skills were Year 1: Visual field (5.08%), Visual acuity (14.21%), Anterior Segment (2.54%). 2nd year: IOP by palpation (24.38%), Visual acuity (9.38%), Anterior Segment (29.38%). Year 3:  visual field (4.94%), IOP by palpation (2.47%), Visual acuity (12.35%), Anterior Segment (7.41%), Posterior Segment (22.22%). Year 4: Comprehensive eye exam (17.95%). Conclusions: Students mostly challenged in the skills of diagnosis establishment and pharmacological management. The highest number of failed students in each year OSCE vary from each year. 1st year failed most at visual acuity examination, 2nd year was anterior segment examination and 3rd year was posterior segment examination. Those three skills need to be enhanced systematically. Keywords: OSCE, pitfall pattern, eye examination, undergraduate students, skill laboratory 

THE CANCER PAIN OBJECTIVE STRUCTURED CLINICAL EXAMINATION FOR EVALUATION OF MEDICAL STUDENTS

1999 ◽  
Vol 88 (Supplement) ◽  
pp. 168S
Author(s):  
&NA; Sloan ◽  
M. Plymale ◽  
B. Vanderveer ◽  
P. LaFontain ◽  
M. Johnson ◽  
...  
Keyword(s):  
Medical Students ◽  
Cancer Pain ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

A ‘Fair Play’? Comparison of an Objective Structured Clinical Examination of Final Year Medical Students Training in Psychiatry and their Supervisors' Appraisals

2002 ◽  
Vol 10 (4) ◽  
pp. 444-447 ◽  
Author(s):  
Pamela Melding ◽  
John Coverdale ◽  
Elizabeth Robinson
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Examination ◽  
Good Method ◽  
Previous Method ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Written Test ◽  
Method Of Evaluation ◽  
The University

Objective: Expected standards for student performance in psychiatry can vary between supervisors and institutions. Recently, the University of Auckland required its academic departments to have an objective standard assessment or test for each student on a clinical attachment. We aimed to compare an objective structured clinical examination of final year medical students training in psychiatry and their supervisors' appraisals. Method: Assessment in psychiatry initially consisted of a two-hour written test. Subsequently, the test in psychiatry changed to a standardised, modified, objective, structured, clinical examination (OSCE) using simulated patients. The clinical supervisor rated each student on a set of clinical parameters using a scale of 1-6. In addition, members of the academic department of psychiatry separately tested the students with a modified OSCE on the last day of their clinical attachment. The results of the OSCE are compared with clinical attachment assessments and the previous method of evaluation, the written test. Results: There was no correlation between the written test and the supervisor's assessment for the clinical attachment indicating that the written test was not a good method of evaluating student performance. The correlation between the clinical attachment grading and the OSCE for year 1 was 0.4 (p=0.002) and for year 2 was 0.5 (p=0.001). However, marks for the OSCE were consistently lower than those given for the clinical attachment. Conclusions: The introduction of the modified OSCE had the desired outcome of changing students' focus from the pursuit of theoretical knowledge to the attainment of practical skills.

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