Objective structured clinical examinations (OSCEs) are used to assess students' skills on a variety of tasks using live animals, models, cadaver tissue, and simulated clients. OSCEs can be used to provide formative feedback, or they can be summative, impacting progression decisions. OSCEs can also drive student motivation to engage with clinical skill development and mastery in preparation for clinical placements and rotations. This teaching tip discusses top tips for running an OSCE for veterinary and veterinary nursing/technician students as written by an international group of authors experienced with running OSCEs at a diverse set of institutions. These tips include tasks to perform prior to the OSCE, on the day of the examination, and after the examination and provide a comprehensive review of the requirements that OSCEs place on faculty, staff, students, facilities, and animals. These tips are meant to assist those who are already running OSCEs and wish to reassess their existing OSCE processes or intend to increase the number of OSCEs used across the curriculum, and for those who are planning to start using OSCEs at their institution. Incorporating OSCEs into a curriculum involves a significant commitment of resources, and this teaching tip aims to assist those responsible for delivering these assessments with improving their implementation and delivery.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.3138/jvme-2022-0003 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Towards accountability-centred practices: governance in OSCEs subordinating patient and practitioner clinical experience.
Adv Health Sci Educ Theory Pract
December 2023
Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, 97 Lisburn Road, Belfast, BT9 7BL, Northern Ireland.
Article Synopsis
- New public management ideals are becoming more prominent in health professions education, especially in high-stakes assessments like Objective Structured Clinical Exams (OSCEs).
- An Institutional Ethnographic approach was used to study the various types of work involved in running OSCEs, which revealed three key categories: standardising work, defensibility work, and accountability work.
- The findings suggest that this shift towards accountability-focused practices can undermine person-centered approaches, prompting a critical examination of the growing emphasis on new public management in health education.
Development and preliminary testing of a virtual reality measurement for assessing intake assessment skills.
Int J Psychol
June 2023
College of Management, Yuan Ze University, Taoyuan, Taiwan, ROC.
Objective structured clinical examinations (OSCEs) have been widely used in health care education to simultaneously assess knowledge, skill and attitude. Due to the high cost of running an OSCE, its application in professional psychology is still limited. To solve this problem, virtual standardised patient (VSP) implementations in creating psychology OSCEs can be a cost-effective method for administering a psychology OSCE regularly.
View Article and Find Full Text PDFObjective structured clinical examinations (OSCEs) are used to assess students' skills on a variety of tasks using live animals, models, cadaver tissue, and simulated clients. OSCEs can be used to provide formative feedback, or they can be summative, impacting progression decisions. OSCEs can also drive student motivation to engage with clinical skill development and mastery in preparation for clinical placements and rotations.
View Article and Find Full Text PDFA peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course.
Med Teach
May 2022
Department of Critical Care, Barking, Havering and Redbridge University Hospitals NHS Trust, Queen's Hospital, Romford, UK.
Background: Objective structured clinical examinations (OSCEs) can induce states of stress and anxiety in students, possibly negatively impacting student performance. Students in traditional-style medical courses especially have limited clinical exposure prior to their first clinical examination. We describe the design and implementation of a near-peer-led mock OSCE for fourth year medical students, and its impact on students' self-rated confidence.
View Article and Find Full Text PDFShining a spotlight on scoring in the OSCE: Checklists and item weighting.
Med Teach
September 2020
Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK.
There has been a long-running debate about the validity of item-based checklist scoring of performance assessments like OSCEs. In recent years, the conception of a checklist has developed from its dichotomous inception into a more 'key-features' and/or chunked approach, where 'items' have the potential to become weighted differently, but the literature does not always reflect these broader conceptions. We consider theoretical, design and (clinically trained) assessor issues related to differential item weighting in checklist scoring of OSCEs stations.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!