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En el contexto de la pandemia de COVID 19 durante el año 2020 y hasta la fecha se diseñó un formato de evaluación para nuestros alumnos de pre y posgrado bajo el alero de los exámenes clínicos objetivos estructurados (ECOE) en un formato remoto. Se revisó la literatura al respecto y se diseñó un instrumento que diera cuenta en forma oportuna y estandarizada del desempeño de nuestros alumnos y residentes. Estas experiencias están siendo evaluadas en estudios con metodología mixta. Sin embargo, decidimos compartir esta experiencia, por su impacto en el desarrollo docente de las ciencias de la salud.
In the context of the COVID-19 pandemic during 2020 and to date, an evaluation format has been designed for our undergraduate and graduate students under the design of the objective structured clinical examinations (OSCE) in a remote format. The literature was reviewed, and an instrument was designed to account for the performance of our students and residents in a timely and standardized manner. These experiences are being evaluated in studies with mixed methodology. However, we wanted to convey this experience due to its impact on the educational development of health sciences.
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Purpose: To assess pre?clerkship and clerkship medical student performance in an ophthalmology Objective Standardized Clinical Examination (OSCE) station. Methods: One hundred pre?clerkship medical students and 98 clerkship medical students were included in this study. The OSCE station consisted of a common ocular complaint – blurry vision with decreased visual acuity – and students were asked to take an appropriate history, provide two or three differential diagnoses to explain the symptoms, and perform a basic ophthalmic examination. Results: Generally, clerks performed better than pre?clerks in the history taking (P < 0.01) and ophthalmic examination (P < 0.05) sections, with few specific exceptions. In the history?taking section, more pre?clerkship students asked about patient age and past medical history (P < 0.00001) and for the ophthalmic examination, more pre?clerkship students performed the anterior segment examination (P < 0.01). Interestingly, more pre?clerkship students were also able to provide two or three differential diagnoses (P < 0.05), specifically diabetic retinopathy (P < 0.00001) and hypertensive retinopathy (P < 0.00001). Conclusion: The performance of both groups was generally satisfactory; however, many students in both groups had scores that were unsatisfactory. Notably, pre?clerks also outperformed clerks in certain areas, which emphasizes the importance of revisiting ophthalmology content through clerkship. Awareness of such knowledge can allow medical educators to incorporate focused programs into the curriculum
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@#Introduction: The COVID-19 pandemic has significantly changed the learning environment for medical students and affected their academic achievement. This study aims to determine the student’s clinical competency, learning environment, and its associated factors during the primary care medicine posting amid the COVID-19 pandemic. Methods: This is a cross-sectional study among medical students who had completed primary care medicine posting during the COVID-19 pandemic. Data on socio-demographic, posting characteristics, and students’ learning environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire and their objective structured clinical examination (OSCE) marks were collected. Independent t-test was used to compare DREEM scores between face-to-face and online groups. Multivariate analysis was used to determine factors associated with clinical competency and DREEM scores with p <0.05 considered significant. Results: A total of 205 students were recruited. Only 9.8% failed OSCE. Face-to-face teaching delivery (OR=3.61, 95 CI =1.03,11.30), face-to-face precept method (OR=1.24, 95 CI =1.12,12.51) and integrated curriculum (OR=5.23, 95 CI =1.03,26.47) were associated with good clinical competency. The total mean DREEM score was 72.94 (SD 28.8), with 89.3% having poor DREEM scores. Students who received face-to-face teaching scored higher in the Student’s Perceptions of Teacher domain compared to online teaching (p =0.036). Conclusion: Face-to-face teaching is preferred for good clinical competence and a learning environment. The impact of experiential learning was huge in our study, and it cannot be replaced by online learning. Furthermore, retraining teachers will improve the online learning experience for the students.
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To investigate the research status and trends of application of objective structured clinical examination (OSCE) in medical education in China and globally, and to provide a reference for clinical teaching and medical education research. CNKI and Web of Science Core Collection were searched to identify journal articles related to OSCE published up to the present day. CtieSpace V software was used to visually analyze the research institutions, authors, highly cited literature, and keyword changes of the articles based on scientific knowledge maps. The overall number of publications on OSCE published in China and globally showed an increasing trend, but foreign publications were significantly more than Chinese publications. The institutions and authors were widely distributed. Comprehensive universities were the main institutions in foreign publications, with relatively little cooperation between each other. Domestic research primarily focused on medical education in the early stage, SP training and standardization in the middle stage, and clinical competence for resident physicians, nurses, and other clinical professionals in the late stage. Early foreign research focused mainly on medical education and clinical competence, while later research focused primarily on communication with patients and ability assessment. It is expected that future domestic research will focus on building clinical competence evaluation systems based on the OSCE model, while future foreign research will focus on patient communication and humanistic care assessment.
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Objectives: Surgical clinical assessment of medical students is confronted by many challenges particularly the increasing numbers of students with limited resources, and pandemics. The search for new tools of assessment continues. Our objectives were: (1) To develop a computer-based clinical exam (CCE) and identify its characteristics (2) To assess its acceptability of the students. Method: The study was conducted at the Surgical Department, Alzaiem Alazhari University (AAU) between February and August, 2017. We used the modular object oriented dynamic learning environment (MOODLE) program as a platform to upload and deliver the exam. The exam consisted of 45 questions (stations). Each consisted of a clinical scenario accompanied by a photograph (of a patient or investigation) or short video followed by multiple choice questions (MCQs). A questionnaire was designed to get the students' feedback. We analyzed the questionnaire and scores obtained by the students and compared them to their performance in other tools of the surgical exam, using SPSS statistical program. Results: The study included 188 final year medical students. There was a highly significant correlation of the CCE scores of each student with their final result (r= 0.67), and with other tools of the surgery exam particularly the objective structured clinical examination (OSCE). Students' acceptability was high. Conclusion: The CCE is valid and practicable. It saves time and is popular with the students and tutors. It complements the OSCE in the assessment of clinical competency and allows wide coverage of the curriculum. It is expected to gain importance and popularity in the post-COVID-19 era.
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Humans , Male , Female , COVID-19 , DiagnosisABSTRACT
Nursing is one of the professions which require knowledge along with clinical competence to provide high quality nursing care. Objective Structured Clinical Examination (OSCE) and Objective Strucured Practical Examination (OSPE) methods of evaluation have emerged as an alternative to traditional evaluation methods for the skills assessment. This study was planned to train nursing faculties on OSCE and evaluate its effectiveness. The primary objective of the for nursing faculties on knowledge regarding OSCE. A one group pretest-posttest design with a quantitative research approach was used. Convenient sampling method was used include 27 faculties from all the available colleges of Nursing in NCT of Delhi. A structured 15-item questionnaire with multiple choice questions, each comprising four responses with one correct response was used to evaluate the knowledge of the participants regarding OSCE. The twoday training programme comprised the theory sessions and demonstration of OSCE stations ties. The study suggests that there is a need to develop a structured training programme and conduct training for faculties across the country to bring in uniformity in implementation of OSCE method of evaluation in colleges.
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The modern era has undergone tremendous change in the educational system especially in evaluation methodology of students. One such evaluator measure is the Objective Structured Clinical Examination (OSCE). This study was undertaken to explore the perceptions of students on OSCE, assess their level of satisfaction and identify their feedback. A descriptive survey design was adopted for the study and it was conducted at Baby memorial College of Nursing, Kerala among 46 nursing students who had attended OSCE as a part of their practical examination. Consecutive sampling technique was used to identify the subjects. The results showed that there were diverse degrees of perception among students towards OSCE and majority (43%) of them were highly satis ed with the OSCE. The subjects opined OSCE as a good method of evaluation which was stress-free and time-bound and helped to improve practical skills and knowledge. The subjects also found that OSCE was helpful in identifying the weakest areas of their competencies and was more exible. Few of the subjects suggested that it was very hard to communicate with dummies and clinical examination would be better than OSCE.
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Abstract Structured Clinical Exam (OSCE) uses standardized content and procedures to assess students across multiple domains of learning. The study is aimed to assess knowledge, attitudes, practices and observations of dental faculty on OSCE. The survey was distributed into dental faculty members in randomly selected government and private institutions in Saudi Arabia. The questionnaire was pre-tested and consisted of 4 categories including general characteristics of respondents, knowledge on utility of OSCE in curriculum and its reliability, attitudes regarding OSCE on a 5 point Likert scale, practices and observations on OSCE on Multiple choice questions (both single answer and multiple answer) and responses on a 5 point Likert scale. The sample size was determined to be 93 and the survey was sent electronically to 10 institutes. 101 complete responses from 7 institutions were considered from the 122 received. Faculty participation in OSCE was high within evaluators 94% (n=94) and administrators 61% (n=61). Majority of respondents (62%) believed that OSCE is most suited for competency based education, to assess cognitive skills (73%) and diagnostic interpretation (79%). Reliability of OSCE can be increased by standardization of evaluators (77%) with highest number believing that 6-8 stations (42%) are the minimum required in an OSCE. Institution guidelines (49%) coupled with workshops (47%) was the preferred method of preparation for OSCE. Majority felt that OSCE is most suitable for high stakes exams (mean=3.37) and it is an indispensable part of dental assessment (mean=3.78). Minimum number of stations for adequate reliability was reported to be lesser that in reported literature, specially so for high stakes assessments. Logistics required for arranging an OSCE and difficulty in standardized patients, may suggest that OSCE should be used in select situations.
Resumen El examen clínico estructurado (ECOE) utiliza contenido y procedimientos estandarizados para evaluar a los estudiantes en múltiples dominios de aprendizaje. Este estudio tiene como objetivo evaluar los conocimientos, las actitudes, las prácticas y las observaciones de los profesores de odontología sobre la ECOE. La encuesta se distribuyó a los miembros de la facultad de odontología en instituciones gubernamentales y privadas seleccionadas al azar en Arabia Saudita. El cuestionario se utilizó previamente y constaba de 4 categorías que incluían generalidades de los encuestados, conocimiento sobre la utilidad de la ECOE en el plan de estudios y su confiabilidad, actitudes con respecto a la ECOE en una escala Likert de 5 puntos, prácticas y observaciones sobre la ECOE en preguntas de opción múltiple (ambas respuesta y respuesta múltiple) y respuestas en una escala Likert de 5 puntos. Se determinó el tamaño de la muestra en 93 y la encuesta se envió electrónicamente a 10 institutos. Se consideraron 101 respuestas completas de 7 instituciones. La participación del profesorado en ECOE fue alta entre los evaluadores 94% (n=94) y los administradores 61% (n=61). La mayoría de los encuestados (62%) cree que la ECOE es más adecuada para la educación basada en competencias, para evaluar las habilidades cognitivas (73%) y la interpretación del diagnóstico (79%). La confiabilidad de la ECOE puede aumentarse mediante la estandarización de los evaluadores (77%) y el número más alto cree que 6-8 estaciones (42%) son el mínimo requerido en una ECOE. Las directrices de la institución (49%) junto con los talleres (47%) fue el método preferido de preparación para la ECOE. La mayoría consideró que la ECOE es más adecuada para exámenes de alto riesgo (media=3,37) y es una parte indispensable de la evaluación dental (media=3,78).Se informó que el número mínimo de estaciones para una confiabilidad adecuada es menor que en la literatura reportada, especialmente para evaluaciones de alto riesgo. La logística necesaria para organizar un ECOE y la dificultad en los pacientes estandarizados pueden sugerir que el ECOE se debe utilizar en situaciones seleccionadas.
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Examination Questions , Dentistry , Faculty, DentalABSTRACT
Objective:To study the influence of objective structured clinical examination (OSCE) assessment mode on learning interest and critical thinking of nursing students in operating room.Methods:There were 49 operating room nursing students from April 2019 to April 2020 who were selected as the observation group, receiving the teaching and assessment mode of OSCE. In addition, 49 operating room nursing students from March 2018 to March 2019 were included as the control group, receiving the conventional teaching and assessment mode. The nursing students' learning attitude scale was used to compare the learning interest of the two groups, and the critical thinking level of nursing students was recorded by Chinese critical thinking disposition inventory-Chinese version (CTDI-CV). SPSS 24.0 software was used to analyze the data with t test and chi-square test. Results:There were statistically significant differences in the scores of learning interest, learning experience, learning habits, professional cognition and the total scores of the learning attitude of nursing students after the assessment between the observation group and the control group ( t=4.861, t=4.885, t=3.466, t=4.206, t=8.292; all P<0.05). There were statistically significance of curiosity, truth seeking, open thinking, analytical ability, systematic ability, self-confidence in thinking, cognitive maturity and the CTDI-CV total scores after the assessment between the observation group and the control group ( t=4.262, t=4.311, t=2.754, t=4.854, t=3.984, t=2.864, t=4.267, t=2.729; P<0.05). Conclusion:The OSCE assessment mode used in operating room for nursing students is helpful to improve the learning interest and the cultivation of students' critical thinking.
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@#OBJECTIVE: The study aims to assess the similarity between the results of the evaluation of students during an Objective Structured Clinical Examination (OSCE) and a video recording of the same OSCE (VOSCE). METHODS: All Orthopedic surgeon preceptors in the actual OSCE were recruited to the study. Video recordings of the students taking the OSCE were collected and later reviewed and re-evaluated by the same preceptor after at least four weeks. The grades of actual OSCE and VOSCE were collected and analyzed using Cohen’s kappa coefficient. RESULTS: High variability of intra-rater reliability was observed in different preceptors and station (slight agreement to perfect agreement). Overall intra-rater reliability between actual and video OSCE showed moderate agreement with Cohen’s kappa coefficient equal to 0.43 (n-219). CONCLUSION: Video OSCE is a reliable tool in assessing student clinical skills and knowledge in the musculoskeletal examination. Some factors have been suggested to further improve reliability.
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Video RecordingABSTRACT
Abstract: Introduction: The inclusion of new methodologies and assessments in the medical education area has indicated the need to understand teachers' perception of their own ability to use them adequately. Objective: Thus, the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE. Method: The Teacher Self-efficacy Scale and Self-Efficacy Sources Scale and a characterization questionnaire were used. Forty-seven medical teachers from a private university, of both genders, aged between 31 and 78 years, participated in the study. Results: The results indicated that the factors Social Persuasion and Vicarious Learning were the most endorsed, suggesting that these sources are the ones that interfere the most in the formation of the participants' beliefs. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. The other identified correlations were statistically negative and of moderate magnitude. Conclusions: The teachers who agreed with some important characteristics about the OSCE method also showed higher levels of self-efficacy. Therefore, professionals with greater perseverance, resilience and confidence, have also been more committed to teaching, research and student assistance.
Resumo: Introdução: A inserção de novas metodologias e avaliações na área da educação médica tem indicado a necessidade de compreender a percepção dos docentes sobre sua própria capacidade de utilizá-las adequadamente. Objetivo: Com base nisso, este estudo buscou investigar as possíveis associações entre a autoeficácia docente e o uso do OSCE. Método: Utilizaram-se a Escala de Autoeficácia do Professor, a Escala sobre Fontes de Autoeficácia e um questionário de caracterização. Participaram 47 docentes de Medicina de uma universidade privada, de ambos os sexos, com idade entre 31 e 78 anos. Resultados: Os resultados indicaram que os fatores persuasão social e aprendizagem vicária foram os mais endossados, sugerindo que essas fontes são as de maior interferência na formação de crenças dos participantes. Houve apenas uma correlação positiva e com significância estatística, com magnitude fraca, estabelecida entre eficácia na intencionalidade da ação e aprendizagem vicária. As demais correlações encontradas se demonstraram estatisticamente em sentido negativo e com magnitudes moderadas. Conclusões: Os docentes concordantes com algumas características importantes sobre o método OSCE apresentaram maiores níveis de autoeficácia, e isso significa que os profissionais com alto nível de perseverança, superação, confiança e resiliência são mais comprometidos com o ensino, a pesquisa e a assistência estudantil.
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Humans , Male , Female , Adult , Middle Aged , Aged , Surveys and Questionnaires , Self Efficacy , Education, Medical , Educational Measurement/methods , Faculty, MedicalABSTRACT
INTRODUÇÃO: A ressuscitação cardiopulmonar é um conjunto de medidas aplicadas com a intencionalidade de reverter a parada cardiorrespiratória. Não é necessário que o profissional enfermeiro seja especialista para atender com eficiência o neonato em parada cardiorrespiratória, seja no ambiente pré-hospitalar móvel, pré-hospitalar fixo ou intra-hospitalar, porém é imprescindível a sua qualificação visando eficiência neste contexto. OBJETIVO: Desenvolver e validar o roteiro/script e storyboard de Tecnologias Educacionais Digitais - vídeos educativos -, questionário e OSCE sobre ressuscitação cardiopulmonar neonatal em ambiente intra-hospitalar para profissionais e estudantes de enfermagem e extensivo aos demais estudantes da área da saúde. MÉTODO: Trata-se de uma pesquisa aplicada de produção tecnológica, desenvolvida na Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP/USP). Realizou-se, primeiramente, uma revisão integrativa de literatura para contextualizar o processo de ensino e aprendizado da ressuscitação cardiopulmonar neonatal para estudantes e profissionais de enfermagem. Posteriormente desenvolveram-se os instrumentos e realizou-se a validação. A população foi composta por 13 experts na área neonatal, cuidados críticos neonatais e pediatria. Foi adotada a pontuação mínima de acordo com os critérios de Fehring (1987) para a seleção dos experts. Foram realizadas nesse estudo a fase I (construção do roteiro / script e storyboard da videoaula e do vídeo de simulação de atendimento) e as etapas II (validação dos roteiros / scripts) e III (validação dos storyboards) da fase II descritas na metodologia de Fleming, Reynolds e Wallace para a elaboração de vídeos; já, o questionário e o OSCE obedeceram, respectivamente, os critérios do manual do National Board of Medical Examiners e o Medical Council of Canadá, sendo posteriormente validados por meio de instrumentos adaptados segundo Ferreira e Bellan. A análise de dados foi realizada por meio de estatística descritiva simples e estatística AC1. A pesquisa foi aprovada no Comitê de Ética em Pesquisa (CEP), conforme Resolução 466/2012. Os roteiros/scripts e storyboard desenvolvidos foram validados de acordo com o objetivo, conteúdo, relevância, ambiente, linguagem verbal e inclusão de tópicos. O questionário e OSCE foram validados em relação à organização, objetividade e clareza. RESULTADOS: Obteve-se com a revisão integrativa de literatura um total de 21 artigos e verificou-se que as principais estratégias de ensino da ressuscitação cardiopulmonar neonatal ocorreram por meio do programa Helping Baby Breath, simulação em laboratório de habilidades, simulação in situ e por meio de associação de estratégias. Paticiparam desse estudo, médicos (4) e enfermeiros (9). Com relação a titulação máxima, 30,76% possuíam especialização, 30,77% possuíam título de mestrado e 23,07% doutorado. De acordo com a classificação de Fehring (1987), 46,15% dos experts apresentaram a pontuação mínima de cinco pontos, e a maior pontuação obtida foi de doze pontos e foi alcançada por um expert. Registrou-se, com relação à concordância interavaliador geral, uma "concordância quase perfeita" para o roteiro/script e storyboard da videoaula, com AC1=0,97777, " concordância quase perfeita" para o roteiro/script e storyboard do vídeo de simulação de atendimento, com AC1= 0,9844 e no questionário e no OSCE obteve-se "concordância quase perfeita" em ambos. CONCLUSÃO: Com relação aos instrumentos desenvolvidos, estes foram considerados validados e podem ser considerados como materiais de confiança metodológica para o ensino da RCP-N
INTRODUCTION: Cardiopulmonary resuscitation is a set of measures applied with the intention of reversing cardiorespiratory arrest. It is not necessary for the professional nurse to be a specialist to efficiently assist the neonate in cardiorespiratory arrest, whether in the mobile pre-hospital environment, fixed pre-hospital or intra-hospital, but it is essential to qualify for efficiency in this context. OBJECTIVE: Develop and validate the script / script and storyboard of Digital Educational Technologies - educational videos - questionnaire and OSCE on neonatal cardiopulmonary resuscitation in an in-hospital environment for nursing professionals and students and extended to other students in the health field.METHOD: This is an applied research of technological production, developed at the School of Nursing of Ribeirão Preto, University of São Paulo (EERP / USP). First, an integrative literature review was carried out to contextualize the teaching and learning process of neonatal cardiopulmonary resuscitation for students and nursing professionals. Subsequently, the instruments were developed and validation was carried out. The population consisted of 13 experts in the neonatal area, neonatal critical care and pediatrics. The minimum score was adopted according to the criteria of Fehring (1987) for the selection of experts. In this study, phase I (construction of the script / script and storyboard of the video lesson and the simulation of attendance video) and stages II (validation of the scripts / scripts) and III (validation of the storyboards) of phase II, described in the methodology of Fleming, Reynolds and Wallace for making videos; already, the questionnaire and the OSCE obeyed, respectively, the criteria of the manual of the National Board of Medical Examiners and the Medical Council of Canada, being subsequently validated through instruments adapted according to Ferreira and Bellan. The data analysis was performed through statistics simple descriptive and statistical AC1. The research was approved by the Research Ethics Committee (CEP), according to Resolution 466/2012. The scripts / scripts and storyboard developed were validated according to the objective, content, relevance, environment, verbal language and inclusion of topics. The questionnaire and OSCE were validated in relation to organization, objectivity and clarity. RESULTS: A total of 21 articles were obtained from the integrative literature review and it was found that the main strategies for teaching neonatal cardiopulmonary resuscitation occurred through the Helping Baby Breath program, simulation in the laboratory of skills, simulation in situ and by association of strategies. Doctors (4) and nurses (9) participated in this study. Regarding the maximum degree, 30.76% had a specialization, 30.77% had a master's degree and 23.07% had a doctorate. According to the classification by Fehring (1987), 46.15% of the experts had a minimum score of five points, and the highest score obtained was twelve points and was achieved by an expert. Regarding the general inter-rater agreement, an "almost perfect agreement" was recorded for the script / script and storyboard of the video lesson, with AC1 = 0.97777, "almost perfect agreement" for the script / script and storyboard of the simulation video attendance, with AC1 = 0.9844 and in the questionnaire and OSCE, "almost perfect agreement" was obtained in both.CONCLUSION: Regarding the instruments developed, these were considered validated and can be considered as methodological reliable materials for teaching CPR-N.
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Humans , Infant, Newborn , Teaching , Cardiopulmonary Resuscitation/education , Learning , Neonatology , Students, Nursing , Educational Technology , Instructional Film and VideoABSTRACT
OBJETIVO: Probar una metodología de enseñanza-aprendizaje, instrumentos de medición y sistema de implementación de la ECOE en relación con lactancia materna, alimentación complementaria, crecimiento y consejería. MATERIAL Y MÉTODOS: Se estudió la adquisición de competencias sobre alimentación en menores de dos años en internos de pediatría aplicando la evaluación clínica objetiva estructurada (ECOE) antes y después del desarrollo de un proceso de enseñanza aprendizaje (PEA) estructurado. Se organizaron cuatro estaciones de evaluación de los aspectos centrales de alimentación y crecimiento, en un grupo de internos seleccionados al azar. RESULTADOS: Las cuatro estaciones de la ECOE se aplicaron sin dificultades antes y después del PEA. Los resultados mostraron una mejora en el rendimiento de los internos, de manera individual y de grupo; en este último las diferencias en la media fueron para alimentación complementaria pre 2,5 (DE 0,93) y post 5 (DE 2,39); consejería pre 5,75 (DE 1,49) y post 8,13 (DE 1,25); lactancia materna pre 12,63 (DE 2,5) y post 16,38 (DE 2) y velocidad de crecimiento pre 3,13 (DE 1,36) y post 3,38 (DE 0,92). Los resultados fueron estadísticamente significativos para los tres primeros rubros. CONCLUSIONES: En base a estos resultados se sugieren mejoras en el programa de enseñanza y se verifica la aplicabilidad de la ECOE en el internado del Hospital del Niño Dr. Ovidio Aliaga Uría.
OBJECTIVE: To test a teaching-learning methodology, measurement tools and OSCE implementation system in relation to breastfeeding, complementary feeding, growth and counseling. METHODOLOGY: The acquisition of competences was studied by applying objective structured clinical examination (OSCE) before and after the development of a structured teaching-learning process. Four assessment stations were organized considering central aspects on feeding and growth of children under two years of age, in a group of randomly selected students during medical internship. RESULTS: The four OSCE stations were applied without difficulties before and after the learning and teaching process. The results showed an improvement in the performance of interns, individually and in groups; in the latter, mean differences were: for complementary feeding pre 2.5 (SD 0.93) and post 5 (SD 2.39); counseling pre 5.75 (SD 1.49) and post 8.13 (SD 1.25); breastfeeding pre 12.63 (SD 2.5) and post 16.38 (SD 2) and growth velocity pre 3.13 (SD 1.36) and post 3.38 (SD 0.92). The results were statistically significant for the first three items. CONCLUSIONS: Based on these results, the authors suggest improvements in the teaching program, and verify the applicability of the OSCE for the evaluation of rotatory internship at the Hospital del Nino Dr. Ovidio Aliaga Uria.
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Humans , Infant , Breast Feeding , Minors , Internship and Residency , Teaching , Learning , MethodsABSTRACT
Objective: This study aimed to explore and describe the sixth level nursing students’ perception regarding the use of OSCE assessment approach. Specifically, it investigated the students’ perception in terms of preparation, quality, and organization, format, validity, and reliability of OSCE. Methods: Observational study design of 50 female nursing students was utilized in this study. The OSCE consisted of 10 stations; the students’ perceptions about OSCE were evaluated using a structured questionnaire. Data were related to the organization of the OSCE measured by scoring scale Likert-scale questionnaires and Pierre, et al., questionnaire 2004. For the purpose of this study, only 18 items of the questionnaire were used to measure the preparation, quality and organization, format, validity, and reliability of OSCE. Results: The majority of students provided positive feedback about the OSCE quality attributes and organization, and provided positive feedback about the OSCE format, validity, and reliability. Results revealed that there is a positive and direct significant correlation between using OSCE sessions in training and OSCE examination. Conclusion: OSCE is a meaningful, fair, useful and an acceptable method for evaluating the nursing students’ clinical performance because of various positive specifications such as objectivity and fairness. Relevance to clinical practice: There is a far reaching understanding for clinical learning as it has a focal significance in nursing training. Compelling clinical stations are fundamental to turning into a skillful expert nursing caretaker. Learning in the nursing clinical area gives present reality to nursing students to build up the information, abilities, dispositions, and skills.
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OBJECTIVES: Feedback is a powerful learning tool, but a lack of appropriate feedback is a very common complaint from learners to teachers. To improve opportunities for feedback on objective structured clinical examinations (OSCEs), a modified examiner role, termed the "shadow" examiner, was tested. This study aims to present and analyze comparisons between the "shadow" examiner and the original OSCE examiner format. METHODS: In 2011, experiments were carried out with modifications to the examiner's role to define the "shadow" examiner format. From February 2012 to May 2014, research was conducted with 415 6th-year medical students. Of these students, 316 were randomly assigned to assessments by both "shadow" and "fixed" examiners. Pearson correlation analysis with linear regression, Student's t-tests and Bland-Altman plots were the statistical methods used to compare the assessment modes. To strengthen the analysis, checklist items were classified by domain. RESULTS: High correlations between the "shadow" and "fixed" examiners' global scores were observed. The results of the analysis of specific domains demonstrated higher correlations for cognitive scores and lower correlations for affective scores. No statistically significant differences between the mean examiner global scores were found. The Bland-Altman analysis showed that the "shadow" examiners' affective scores were significantly higher than those of the "fixed" examiners, but the magnitude of this difference was small. CONCLUSION: The modified examiner role did not lead to any important bias in the students' scores compared with the original OSCE examiner format. This new strategy may provide important insights for formative assessments of clinical performance.
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Humans , Students, Medical , Observer Variation , Educational Measurement/methods , Cross-Sectional StudiesABSTRACT
Background and Objectives: The aim of this study was to get feedback from the nursing faculty participants about effectiveness of training workshop on developing Objective Structure Clinical Examination and their learning experiences.Material and Methods: Seventeen faculty members participated in two and half days “Training Workshop on conducting OSCE”. There were two sessions of workshop- onsite (2 days) and online (half day). Methods used in sub-sessions of onsite session were tutorial on content, brainstorming, activity based small group work and discussion, and presentation of group work in plenary while assignment on developing OSCE for online session. The feedback of the participants was taken on semi-structured questionnaire containing seven questions; four closed and three open ended. Descriptive analysis was done in IBMS SPSS version 21.Results: Rating of the participants on training workshop was notable on rating scale 1-10 (1 poor to 10 excellent) for usefulness of training 9.65±0.70, content 9.00±1.00, relevance of training and content 9.29±0.85, facilitation 9.59±1.00 and overall rating 9.41±0.79. The level of confidence of participants after training workshop was enhanced 4.06±0.24 rated at Likert scale 1-5 for developing blueprint for assessment in related subject, test blueprint and test map and OSCE station. Useful Group work, step wise approach, interactive session, active participation and conducive environment were among the positive features of workshop.Conclusion: The feedback of the participants were constructive and remarkable. The training enhanced their level of confidence. The training was effective.
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Objective To explore the value of OSCE system combined with intelligent network in-formation platform in clinical skills assessment of obstetrics and gynecology. Methods 112 clinical medi-cal students who participated in the practice of gynecology and obstetrics in Second Military Medical Uni-versity in 2017 were randomly divided into the experimental group (network information OSCE) and the control group (traditional OSCE). The teaching results were evaluated by the questionnaire survey of teachers and students and the examination results as well. The statistical analysis was made with the Chi-square test and the t test respectively. Results According to the questionnaire survey of two skills assessment methods, the satisfaction index of the experimental group was higher than that of the control group in both teachers and students, and the difference was statistically significant (P<0.05). The total time of examination in the experimental group was lower than that of the control group, and the difference was statistically significant (P<0.05). The final total score and the results of case analysis and clinical operation examination of experi-mental group were all higher than those of the control group, but there was no statistical difference (P>0.05). Conclusion OSCE combined with the network information system has an unparalleled advantage in the assessment of the obstetrics and gynecology department. The system will promote clinical education of ob-stetrics and gynecology and the evaluation of the clinical ability of the medical students to a new height, which deserves popularization.
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Objective To evaluate the impact of different rating instruments used by raters with different seniority in OSCEs. Methods Surgical interns were randomly divided into two groups to undertake a nine－station surgical OSCEs. Raters with different seniority were also divided into two groups with four senior raters and four junior raters in one group. OSCE results were compared. Results There was no statistical significance when comparing results from different raters using checklist rating instrument. Results from different raters using global rating scale instrument were significantly different. Correlations between raters using checklist and global rating scale instruments showed statistical significance in 81.3% of stations. Conclusion Checklist rating instrument showed high capability of repeating the results. Therefore, it is recommended to apply checklist as many as possible in OSCE exams with mixed rater seniorities. Research on design of rating instruments are to be investigated to insure the effectiveness as well as the credibility of the rating system.
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Objective To investigate the application of the OSCE training on the intensive training of nursing skills for college students majoring in nursing in the fourth semester.Methods Students from 2013 undergraduate session were investigated.They were randomly divided into two groups. The experimental group (n = 134) was trained of the OSCE training, while the control group (n = 135) received of traditional training. After the training, analysis of test scores and questionnaires were used to survey the comments of the two groups of students on intensive training of nursing skills. After two months of practice, the clinical comprehensive ability of the students was evaluated by clinical teachers.Results The experimental group's theory and nursing skills were higher than those of the con－trol group (P＜0.01) . The experimental group had a positive attitude towards nursing OSCE training. Their famil－iarity with the operation skills, team cooperation spirits, presentation and communication ability, observation ability, clinical adaptation ability and health education ability were enhanced (P＜0.01).Conclusion The comprehen－sive simulation training cannot only improve the effectiveness of OSCE training, but also strengthen the students'clin－ical comprehensive ability and promote the practice quality.
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Objective To investigate the current situation of empathy and self-efficacy, and relation with perform-ance of objective structured clinical examination in residents of standardized training. Methods Questionnaire sur-veys with Jefferson scale of empathy health professionals and general self-efficacy scale were conducted among resi-dents of grade 2015 and grade 2016 from department of internal medicine of Peking Union Medical College Hospital (PUMCH). Results Totally 101 questionnaires were delivered,and 99 were collected back. The average empathy score was 111.3±1.2,with that of grade 2015 slightly higher than that of grade 2016. The empathy score from resi-dents of different degree and different sources showed no significant difference. The average self-efficacy score was 22.77±0.50. The score of residents of grade 2015 was significantly higher than that of grade 2016. The score was higher in residents with higher degree. The score of residents from PUMCH was higher than the other subgroups. The score of empathy showed no significant correlation with OSCE scores, while the score of self-efficacy of resi-dents of grade 2015 significantly positively correlated with scores of medical recording (R=0.35,P<0.05),case analyzing (R=0.31,P<0.05) and average score(R=0.33,P<0.05) of OSCE. Conclusions The empathy and self-efficacy of residents remained to be improved, and could be improved through clinical training. Psychological evaluation could be inducted into standardized resident training system,and provide helpful supplementary to OSCE with more comprehensive evaluation of residents.