Introduction: The Objective Structured Clinical Examination (OSCE) is a key feature of healthcare education assessment. Many aspects of the OSCE are well-investigated, but not so its sociomaterial assemblage. The Covid-19 pandemic provided a unique opportunity to (re)consider taken-for-granted OSCE practices. Drawing on Law's modes of ordering, our aim was to demonstrate the 'mangle of practice' between space and people; the spatialised and spatialising processes of an OSCE.
Methods: We used a case study approach to critically examine a redesigned final year MBChB OSCE held during the pandemic. We used multiple sources of data to attune to human and non-human actors: OSCE documentation, photographs, field notes and semi-structured interviews with OSCE staff/organisers. Law's modes of ordering was used as an analytical lens to critically consider how people and things flowed through the adapted OSCE.
Findings: The overarching ordering was the delivery of a 'pandemic safe' OSCE. This necessitated reordering of 'usual' process to deliver a socially distanced, safe flow of human and non-human actors through the assessment space. Each change had material and social 'knock on' effects. We identified three main interrelated orderings: Substituting technologies for bodies: Disembodied and dehumanised but feasible; Flow through space: Architectural affordances and one-way traffic; Barriers to flow: Time and technology.
Discussion: Looking at the OSCE through a sociomaterial lens allows us to critically examine the OSCE's essential and complex processes and the restrictions and affordances of the spaces and props within the OSCE. In doing so, we open the possibility of considering alternative ways of doing OSCEs in the future. Moreover, conceptualising the OSCE as a living set of socially (human) and materially (nonhuman) enacted processes changes the social perception of the OSCE and highlights that an OSCE has agency on people, places and things.
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http://dx.doi.org/10.1111/medu.15173 | DOI Listing |
Patient Educ Couns
January 2025
Department of Paediatrics, Faculty of Medicine, University of Peradeniya, Peradeniya, Sri Lanka.
Objective: To evaluate the effectiveness of a Calgary-Cambridge model-based communication skills training program for postgraduate paediatric trainees in Sri Lanka.
Methods: A pre-post intervention study was conducted among 133 paediatric trainees across Sri Lanka. The training program focused on relationship-building, information gathering, and information giving.
J Med Internet Res
January 2025
Institute of Medical Teaching and Medical Education Research, University Hospital Würzburg, Würzburg, Germany.
Background: Objective structured clinical examinations (OSCEs) are a widely recognized and accepted method to assess clinical competencies but are often resource-intensive.
Objective: This study aimed to evaluate the feasibility and effectiveness of a virtual reality (VR)-based station (VRS) compared with a traditional physical station (PHS) in an already established curricular OSCE.
Methods: Fifth-year medical students participated in an OSCE consisting of 10 stations.
BMC Med Educ
January 2025
Deakin Optometry, School of Medicine, Deakin University, 75 Pigdons Road, Waurn Ponds , VIC, 3216, Australia.
Background: Clinical reasoning is a professional capability required for clinical practice. In preclinical training, clinical reasoning is often taught implicitly, and feedback is focused on discrete outcomes of decision-making. This makes it challenging to provide meaningful feedback on the often-hidden metacognitive process of reasoning to address specific clinical reasoning difficulties.
View Article and Find Full Text PDFJ Infus Nurs
January 2025
Author Affiliations: School of Nursing (Mss Meszaros, de Almeida, and Aoki; Drs Silva and Lima), Vascular Access and Infusion Therapy Team, Clinical Hospital (Ms Vieira), Vascular Access and Infusion Therapy Team, Women's Hospital Professor Doutor José Aristodemo Pinotti (Ms Castelani), State University of Campinas (UNICAMP), São Paulo, Brazil; Nursing Department (Dr Oliveira-Kumakura), Health Faculty of the Paris City University, Paris, France.
Med Sci Educ
December 2024
UCL Faculty of Medical Sciences, University College London, London, UK.
University College London (UCL) and Newgiza University (NGU) have been in an academic collaboration since 2016. We describe the introduction of a real-time feedback model for OSCE assessments within this partnership. We developed a workshop for faculty members at UCL and NGU to co-develop OSCE stations for use in final year summative exams at NGU.
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