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    OSCE

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    Swati Sharma
    The document discusses Objective Structured Clinical Examination (OSCE), which is a form of performance-based assessment used to evaluate clinical competencies. During an OSCE, candidates rotate through a series of stations where they are observed performing tasks like interviewing patients, examining patients, or answering questions. The OSCE aims to standardize clinical skills evaluations and reduce subjectivity by clearly defining the assessment criteria. Stations can include both practical clinical skills assessments and question-based assessments. The OSCE has advantages like comprehensively evaluating all required clinical skills, improving reliability and objectivity, and allowing for large numbers of students to be assessed. However, it also has disadvantages like compartmentalizing skills assessment and placing high demands on examiners and

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    OSCE

    Uploaded by

    Swati Sharma
    921 views4 pages
    The document discusses Objective Structured Clinical Examination (OSCE), which is a form of performance-based assessment used to evaluate clinical competencies. During an OSCE, candidates rotate through a series of stations where they are observed performing tasks like interviewing patients, examining patients, or answering questions. The OSCE aims to standardize clinical skills evaluations and reduce subjectivity by clearly defining the assessment criteria. Stations can include both practical clinical skills assessments and question-based assessments. The OSCE has advantages like comprehensively evaluating all required clinical skills, improving reliability and objectivity, and allowing for large numbers of students to be assessed. However, it also has disadvantages like compartmentalizing skills assessment and placing high demands on examiners and

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    The document discusses Objective Structured Clinical Examination (OSCE), which is a form of performance-based assessment used to evaluate clinical competencies. During an OSCE, candidates rotate through a series of stations where they are observed performing tasks like interviewing patients, examining patients, or answering questions. The OSCE aims to standardize clinical skills evaluations and reduce subjectivity by clearly defining the assessment criteria. Stations can include both practical clinical skills assessments and question-based assessments. The OSCE has advantages like comprehensively evaluating all required clinical skills, improving reliability and objectivity, and allowing for large numbers of students to be assessed. However, it also has disadvantages like compartmentalizing skills assessment and placing high demands on examiners and

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    921 views4 pages

    OSCE

    Uploaded by

    Swati Sharma
    The document discusses Objective Structured Clinical Examination (OSCE), which is a form of performance-based assessment used to evaluate clinical competencies. During an OSCE, candidates rotate through a series of stations where they are observed performing tasks like interviewing patients, examining patients, or answering questions. The OSCE aims to standardize clinical skills evaluations and reduce subjectivity by clearly defining the assessment criteria. Stations can include both practical clinical skills assessments and question-based assessments. The OSCE has advantages like comprehensively evaluating all required clinical skills, improving reliability and objectivity, and allowing for large numbers of students to be assessed. However, it also has disadvantages like compartmentalizing skills assessment and placing high demands on examiners and

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    © All Rights Reserved
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    OSCE (Objective Structured clinical/ Practical Examination)

    Objectives structured clinical examination is a form of performance – based testing used to measure
    candidate’s clinical competences. During the OSCE candidates are observed and evaluated as they go
    through a series of station, in which they interviews, examine.
    DEFINITION: acc. to Harden(1988).“The OSCE is an approach to the assessment of the competence
    in which the components ofcompetence are assessed in a planned or structured by with attention being
    paid to the objectivity of the examination”.
    It is a method of assessing a student’s clinical competences which is objectives rather than subjective
    and in which the area tested are carefully planned by examiners
    Objectives of OSCE/OSPE
     To define objective structured clinical/ practical examination
     To identify the ways in which OSCE/ OSPE differs from conventional practical examination
     To realize the circumstances that necessitated introduction of OSCE/ OSPE
     To identify the Advantages and Disadvantages of OSCE/OSPE
     Plan and organize the conduction of an OSCE/ OSPE
    Purpose of OSCE
     To eliminate the following:
     Variability
     Defects in competency examined
     Difficulty in conducting the exams
     Checklist is prepared by breaking the skill to be tested into its vital competences and
    precaution to be observed.
    Principles of the OSCE/OSPE
     Skills are tested in the form of specific questions
     To be answered in 4-5 minutes
     Each question is a station.
     For each questions a check list to be prepared in advance
    ORGANIZATION OF OSCE & OSPE
    A Advance Planning
    B Organization the Day before Examination
    C The Day of Examination
    D After the Examination
    A: Advance Planning:
     Time ideally 6 months for major examination
     8weeks for formative.
    1) Examiners decided
    - What is to be examined?
    - Weightage to different components
    - Minimum standard to pass.
    2) Briefing the examiners and concerned staff
    3) Preparing the ward (venue) and ward staff
    4) Selection and briefing Patients
    5) Preparation of documentation including checklist, instructions for examinersand questions.
    B) The Day before the Examination:
    Final check for preparations & arrangement in ward
    Final documentation to be given to each examiner
    C) The Day of Examination
     Coordinator -1 hour prior
     Final check for arrangement
     Staff member brief the student
     All examiners have arrived and are at their correct station
    D) After the Examination:
    1) Give feedback to students by showing checklists & questions scored by examinersHow to
    conduct OSPE/OSCE
     Student rotates round a number of stations – about 20
     Spends specified time on each station (4-5 minutes)
     On a signal (e.g. bell) moves to the next.

    PROCEDURE STATION
    EXAMINER
    e.g. Taking history of a patient
    OBSERVES
    Examine
    QUESTION eye of a patient
    STATION
    STUDENT ANSWERS ON
    MCQs related to finding
    THE ANSWER SHEET
    Interpretation of lab report etc.
    PROCEDURE STATION
     e.g. History taking / Examining a patient
     Examiner is present
     Uses a check list to record the performance of the students as they pass through stations
    QUESTATION STATION
    Question: 1.“ Which of the following statement is / are true about the patient whose history you
    have just taken ?
    A) The patient’s name is RAHUL
    B) He is a salesman
    C) He is married with one child.
    D) He smokes around 30 cigarettes per da
    E) He travels a lot.
    2. A) His present complaint is of stomach pain present for 2 weeks.
    B) He has had stomach pain like this in the past.
    C) The pain is localized in the epigastria.
    D) During Day time it is present constantly.
    E) The pain often wakes him up at night.
    3. A) Thepain is relieved with milk and food
    B) His brother had an ulcer
    C) He is worried about his work
    D) He complaints of diarrhea
    E) He has lost about 3-4 kg weight

    Checklist for examine the score:

    student’s Name :………………………………………………

    Instructions to students

    Carry out a neurological examination of the lower limbs

    Excluding sensation and coordination

    Content attempted Attempted but Unsatisfactory


    not satisfactory

    Inspection of legs

    Test for tone


    Advantages of the OSCE /OSPE
     All components of clinical Exams are assessed So More
     Valid examination

    examine ANS.-Q. EXAMINE ANS.-Q


    abdomen
    ON ST.1 CHEST ON ST.3

    HISTORY
    QUES(SPOT)

    ST 19.
    HISTOR
    SLIDE
    QUE. ON
    (SPOT)
    QUE.ON EXAMPLE ST. 5

    ST.17 OF QUE.ON
    NEURO ST. 7
    OSCE
    EXAM CT SCAN
    QUE.ON

    ST.15
    ANS.-QON CT
    CVS
    SCAN
    EXAM
    ST.O9
    ECG
    QUES ON LAB DATA QUE.ON
    LABDATA
    ECG ST.11
    Advantages of OSCE/OSPE
    ST. 13
     The examiners can control the complexities of the examination
     Used as summative as well formative
     Can be used with larger number of students
     Reproducible
     Components of clinical Skills& standards of competencies are predetermined So Objectivity
    & Reliability is higher
     The variable of the examiner and the patient are to a large extent removed
     Fun activity within the department or college, which promotes team work..
    Disadvantage of OSPE/OSCE
     Knowledge and skills are tested in compartments & not tested in ability to look at the Pt. as a
    whole, So long case may also needed
     The OSCE may be demanding for both examiners and patients
     More time in setting it up
     Shortage of examiners
     Might be quite distressing to the student
    Limitation of OSCE/OSPE
    1. Knowledge and skills tested in COMPARTMENTS, not for ability to look at the patient as a
    whole. Can combine with traditional type ‘Long Case’ to overcome.
    2. DEMANDING for examiners and patients – use more patients/ simulated patient.
    3. TIME taken for planning in advance greater than traditional examination.
    4. More effort and timeare required before examination.

    BIBLIOGRAPHY
     R. Sudha “Text book of Nursing Education principle and concepts”:
    published by JayPee.
    Page no 186-188

     BhaskaraNima, Raj BhaskraElakkuvana.D, “A text book of Nursing Education”.


    Edition 2nd
    page no 258-259
     http://www.jdrntruhs.org/article.asp?issn=2277-
    8632;year=2015;volume=4;issue=3;spage=145;epage=149;aulast=Radhika
     https://www.slideshare.net/dineshthangavel1/medical-education-technologies-ospe-osce

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