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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
Objective:To investigate the influence of the teaching model based on the synergy of medical education on the objective structured clinical examination (OSCE) scores and critical thinking ability of interns in emergency department.Methods:A total of 84 students who studied as interns in Emergency Department of our hospital from January 2020 to 2021 were selected as research subjects, and they were divided into observation group and control group using a random number table, with 42 students in each group. The students in the control group were taught using traditional methods, while those in the observation group were taught based on the synergy of medical education. Both groups received an OSCE examination, and the two groups were compared in terms of OSCE score, critical thinking ability, and evaluation of teaching. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher scores of theoretical assessment, disease assessment, first aid measures, special skills, use of medical instruments, communication skills with SP, and medical record writing and a significantly higher total score of OSCE assessment ( P<0.05). After teaching, both groups had a significant increase in the score of critical thinking ability, and the observation group had a significantly higher score than the control group [(306.38±25.76) vs. (280.39±20.17)]. The observation group had a significantly higher degree of satisfaction with teaching than the control group ( P<0.05). Conclusion:The teaching model based on the synergy of medical education can improve the OSCE score of interns in emergency department and cultivate their critical thinking ability, and there is a relatively high degree of satisfaction with this teaching model.
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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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Objective:To explore the application value of objective structured radiology examination (OSRE) in clinical skills assessment of medical imaging technology, and evaluate the repeatability of the assessment tool.Methods:A total of 55 interns majoring in medical imaging technology were randomly divided into 11 groups (5 in each group), and 9 different cases of OSRE were designed. Each student had to complete 3 cases of OSRE. Five senior attending doctors or deputy chief physicians independently evaluated each case of OSRE. Two months after the internship, three cases of OSRE were randomly selected for scoring to evaluate the internal consistency between raters and the repeatability of the evaluation method. SPSS 16.0 was used for statistical analysis, and multiple linear regression was used to analyze the correlation between academic qualifications and OSRE scores.Results:The OSRE average score of all the students was (12.0±4.9), and the average ICC range between evaluators was 0.36 to 0.80 ( P < 0.001). The consistency of 6 cases was good, that of case 3 was poor, and that of cases 6 and 7 was moderate. After 2 months, the ICC of 4 raters was equal to or greater than 0.8 (excellent consistency), and the ICC of rater 3 was 0.68, and the average original score difference ranged from -1 to 0.8. In multiple linear regression, the OR value of education was 0.90 (95% confidence interval 0.30-1.50, P = 0.01), and education was positively correlated with OSRE score. Conclusion:The OSRE aims to assess clinical skills and knowledge in a standardized clinical environment through the use of pre-set standard scoring scales, so that clinical knowledge can be evaluated in a high-level and repeatable manner.
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Medical education is witnessing changes across the globe to produce more competent and responsive medical graduates to meet patients’ growing needs. Medical educators are aspiring for more objective and relevant assessment methods for the evaluation of medical graduates. Objective structured clinical examination (OSCE) introduced in the year 1975 for clinical evaluation has gone through many changes over the past 45 years and matured over time. The article describes the challenges of OSCE as a tool in medical assessment from students’ and organizers’ perspectives. We have also suggested a feasible solution to address the challenges while conducting OSCE to assess medical students.
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Introduction : The Graduate Medical Education Regulation (GMR) 2019 in the curricular reforms recommends that “Shows How” level of the Miller's Pyramid is assessed through long case, Objective Structured Clinical Examination and Mini-Clinical Evaluation Exercise (Mini CEX). Objectives : 1. To utilize OSCE for assessing Field Visits carried out by Undergraduate medical students as formative assessment. 2. To find out the feasibility and effectiveness of Objective Structured Clinical Examination (OSCE) in Community Medicine. Method : An Educational Innovation Pilot Project was carried out in the department rdof Community Medicine of a Medical College in India. A pilot (18) of 3 MBBS students were assessed through Objective Structured Clinical Examination (OSCE) for epidemiological case study of malaria assigned to the author faculty. These students were also exposed to the oral viva. The analysis of the assessment was through assessment of codes of the procedure stations through checklists and mean scores of procedure and response stations. Qualitative analysis of emerging themes and quantitative analysis as likert scale were utilized for evaluation of the exam were used. Results : The mean score of all response stations was 5.1. Almost all students felt that OSCE was better than the conventional oral viva in assessing skills. Furthermore, almost all students and faculties suggested that it should gradually become a part of curriculum and scaled to entire and other batches with suggested modifications. The residents who participated as simulated cases found it to be a novel experience and a different kind of learning process. Conclusion : It is feasible to introduce OSCE with some modifications in assessing skills acquired in field visits in Community Case Management
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Objective:To study the application effect of objective structured clinical examination (OSCE)-based situational simulation case teaching on Nursing Fundamentals practical training. Methods:Using convenient sampling method, two undergraduate nursing classes of Batch 2018 in Hubei University of Chinese Medicine were chosen as the study objects. They were divided into observation group with 45 students and control group with 43 students through ball touching method. The control group used traditional teaching method, on this basis, the observation group used OSCE-based situational simulation case teaching. At the end of the semester, the results of theoretical assessment, operational skills assessment, humanistic care, health education achievements of the two groups of nursing students and students’ evaluation of the new teaching method in the observation group. SPSS 22.0 was used for t test. Results:The sores of theoretical assessment, operational skills and humanistic care assessment in the observation group were (81.01±8.53), (92.69±3.87) and (11.73±1.59), and the corresponding sores in control group were (76.94±9.74), (91.21±2.70) and (10.79±1.36). The nursing students in the observation group had significantly higher scores than the control group in above mentioned aspects ( P<0.05). In the observation group, 45 students (100.0%) believed that this teaching method could stimulate learning interest and comprehensively deal with clinical problems, 43 students (95.6%) thought that this teaching method could improve team cooperation ability, only one person (2.2%) did not agree that this teaching method could help to form critical thinking, and 42 students (93.3%) said that the teaching hours of this teaching method could be appropriately increased. Conclusion:The OSCE-based situational simulation case teaching may effectively improve the teaching quality of the nursing students and mobilize their learning activities.
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Objective:To master the 2018 annual oral operation skills assessment of dental standardized residency training trainees, to explore the weak links in the process of the dental residency training, and to provide data support and scientific basis for improving the teaching of clinical skills for dental residency training in the future.Methods:The results of 2018 annual oral operating skills examination of dental standardized residency training trainees in the Affiliated Stomatological Hospital of Nanchang University were collected, the data were sorted by excel and analyzed statistically by SPSS 22.0, and independent sample t test was performed for univariate analysis. Results:The tooth preparation expert results and the scores of cavity preparation expert process in Batch 2017 were higher than those in Batch 2016 [(23.72±2.13) scores vs. (25.82±1.53) scores], and the cavity preparation results of Batch 2017 [(21.08±3.13) scores] were lower than those of Batch 2016 [(23.36±2.32) scores]. The scores of social trainees in the process of tooth preparation [(24.59±2.03) points] were lower than those of the professional postgraduates [(26.29±1.64) points], and the results were all statistically significant ( P<0.05). The three lowest scores of each item in different grades and status types were almost the same. Conclusion:Different grades and different status categories have different scores in different operation items and different score indicators, which suggests that the dental standardized residency training should focus on the weak items and the indicators with lowest scores of each item, so as to make up the shortage and improve the quality of standardized residency training.
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Objective:To analyze the application effect of objective structured clinical examination (OSCE) assessment mode in the training of neurosurgery specialist nurses.Methods:Using convenience sampling method, 21 trainees who were trained in neurosurgery specialist nurse training base of Nanjing Drum Tower Hospital, the Affiliated Hospital of Nanjing University Medical School in 2018 were selected as the control group, and the conventional training methods of theory and clinical practice were adopted; the 22 trainees in 2019 were selected as the experimental group, and the OSCE training and assessment mode was adopted. After the training, the core competence, satisfaction, learning and growth of the trainees were compared.Results:There was no significant difference in the score of the core competence before the training between the two groups( P>0.05). After the training, the scores of professional skills, critical and difficult medical record management and professional quality were (4.55 ± 0.51), (4.14 ± 0.77), (4.36 ± 0.66) points in the experimental group and (3.90 ± 0.62), (3.62 ± 0.80), (3.76 ± 0.83) points in the control group, the differences were statistically significant ( t=3.69, 2.15, 2.64, all P<0.05). The total score of satisfaction was (66.82 ± 2.26) points in the experimental group and (62.05 ± 2.29) points in the control group, the difference was statistically significant ( t=6. 87, P<0.05). There was no significant difference in the learning and growth of the trainees before and after the training between the two groups ( P>0.05). Conclusions:Using OSCE assessment mode to carry out neurosurgery specialist nurse training is helpful to improve students′ professional skills, critical and difficult medical record management, professional quality, and improve students′ satisfaction with the training.
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@#Introduction: Self-assessment is a mechanism to evaluate one’s own performance and identify strengths and weaknesses. However, there is paucity of information on the the validity of self-assessment in the literature. This study is planned to assess the validity of medical students’ self-assessment skills in clinical examinations with long case during their postings in Obstetrics and Gynaecology. Methods: A cross sectional study was conducted during Obstetrics and Gynaecology (O&G) rotation assessing the students performance in the clinical long case examination. Participants were 80 fourth year medical students who were in their last week of their O&G rotation between August and December 2019. Each student was given a random case from the obstetric ward for the clinical long case examination during their final week of posting. At the end of examination, both student and examiner were tasked to independently evaluate the performance with a standardized grading sheet. Students were assessed in three areas namely Case Presentation (4 items), Case Discussion (4 items) and Professionalism and Overall approach to the practice of medicine (2 items). Results: The correlation coefficient was identified to be 0.307, p<0.01, indicating validity in self-assessment in the context of a clinical examination. The overall bias index was -0.97. Students underrated themselves in all areas with bias indexes of -0.35 in case presentation, -0.26 for case discussion and -0.35 in the professionalism and overall approach to practice. The correlation coefficients were 0.186, 0.360 and 0.170 respectively, indicating that in isolation only the component of case discussion showed significant correlation (p<0.01). Conclusion: Self-assessment in clinical examination is shown to be a valid assessment method when multiple assessment items are combined.
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Also, the majority of doctors trained in Ukraine provide medical assistance worldwide, which is evidence of an outstanding level of medical education in Ukraine. Quite a few students from Asia, the Middle East, and Africa entered medical schools in Ukraine due to inexpensive tuition. The fact that those graduates served in various countries assures the global standard of medical education in Ukraine.
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Objective:To study the effect of micro-course teaching combined with teacher standardized patient combined with objective structured clinical examination (TSP/OSCE) on clinical practice teaching of pediatric nursing.Methods:Forty nurses who performed clinical practice in Pediatrics Department from February 2019 to July 2019 were selected as the control group, and traditional teaching was adopted in the group. In addition, 42 nurses who performed clinical practice in Pediatrics Department from August 2019 to January 2020 were selected as the research group, and the micro-course teaching combined with TSP/OSCE mode teaching was adopted in the group. Two groups of nurses' theoretical and practical skills assessment results were analyzed, and a questionnaire survey was conducted to assess nurses' satisfaction with the teaching of pediatric nursing clinical practice training mode. SPSS 22.0 was used for t test and chi-square test. Results:The research group nurses' theoretical and practical skills assessment scores were better than those of the control group, and the difference was statistically significant ( P=0.000).The nurses in the research group were more satisfied than those in the control group with such eight aspects as improving practical skills, emergency response capabilities, humanistic care and service capabilities, communication skills, and stimulating their interest in nursing learning. There were statistically significant differences ( P<0.05). Conclusion:The use of micro-teaching combined with TSP/OSCE mode in the clinical practice teaching of pediatric nursing can improve nurses' clinical practice ability and increase nurses' satisfaction in pediatric training.
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Objective:To explore the objective structured clinical examination (OSCE) on the improvement of clinical competence of stomatology undergraduates, and to promote their ability and skills of taking the National Medical Licensing Examination (NMLE).Methods:The OSCE was implemented to evaluate the clinical skills of stomatology undergraduates from Batch 2009 to Batch 2012. The OSCE results were analyzed and compared with the NMLE (Stomatology) results on the correlation coefficient analysis of annual passing rate.Results:The passing rate of practical skills in the NMLE (Stomatology) of Batch 2009 to Batch 2012 stomatology undergraduates was basically consistent with the excellent rate of OSCE, and the correlation coefficient was 0.94.Conclusion:It has not been proved that the OSCE assessment organized by our school can increase the passing rate of practical skills in the NMLE, but it has certainly helped students better understand and apply theoretical knowledge, and it plays a positive role in promoting students' future development.
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@#The prevalence of obesity and obesity-related comorbidities is rising. Primary care physicians are the frontline of healthcare and play a central role in the management of obesity. In this article, we discuss the 5As framework (Ask, Assess, Advise, Agree, and Assist) as a practical framework for obesity counselling, focusing on initiating the conversation and assessing the person with obesity. The assessment includes taking a weight history, excluding secondary causes, understanding lifestyle factors contributing to weight gain and assessing for complications of obesity. This assessment then makes it possible for subsequent patient engagement, including advising, agreeing (goal setting), and assisting the patient on an individualised care plan.
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Background: Breast lump is a common complaint of women presenting to surgeons. Most of them are benign, careful evaluation, exact diagnosis and definitive treatment is mandatory to rule out cancer. The diagnosis of breast cancer is suggested on clinical examination. Currently a combination of three tests, i.e. clinical examination, radiological imaging (mammography, ultrasonography) and pathology called as triple assessment test is used to accurately diagnose all palpable breast lumps. Together they give sensitivity of 100%. The triple assessment is taken as positive if any of the three components, two are positive or positive report of FNAC and negative only if all of its components are negative for malignancy.Methods: This study was conducted in the Department of Surgery, P.D.U Medical College, Rajkot, Gujarat over a period of 2 years. A total of 100 patients with a breast lump were selected more than 15 years of age. A detailed history, focused clinical examination, radiological imaging and FNAC were used as diagnostic tools for screening of the patients. The aim of this study was to evaluate accuracy of modified triple assessment in the preoperative diagnosis of patients with breast carcinoma.Results: Results shows sensitivity and specificity of all the modalities used in triple assessment when combined together was 100% and 99.3%, respectively. Positive predictive value was 93.3%, negative predictive value was 100%, p-value was highly significant (p<0.0001). We conclude that modified triple assessment is a very useful diagnostic tool to evaluate patients with breast lumps and an overall accuracy of 98%.Conclusions: Thus, triple assessment is an easily available, cost effective, least invasive, rapid and patient compliant diagnostic tool for diagnosis of breast lump.
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Background: Tuberculosis is seen due to various factors such as overcrowding and unhygienic conditions. In order to diagnose a case of abdominal tuberculosis, a detailed history and a thorough clinical examination must be done. The objective of this article was to determine the number of patients who presented to a tertiary hospital with abdominal tuberculosis and in which of these patients management in the surgical department was required.Methods: A total of 50 patients who had abdominal tuberculosis were studied. The study was carried out at SRM Medical College Hospital and Research Center, Kattankulathur, Tamil Nadu, India. The study was carried out from February 2017 to January 2020. A detailed history was obtained and a thorough clinical examination was done. Investigations such as CBC, chest X-ray, abdomen X-ray, ultrasound scan and CT scan of the abdomen were done. When required, patients underwent surgery and the results obtained were analyzed and tabulated. In our study, out of a total of 50 patients, 32 patients were found to have required surgery. The statistics were analyzed using SPSS package 16.0.Results: It was seen that in this study, male patients were more commonly affected with abdominal tuberculosis, and resection and anastomosis was the most common surgical procedure done when required. The findings obtained were compared with other studies.Conclusions: In patients with abdominal tuberculosis, a detailed history and a thorough clinical examination are required in order to diagnose the condition as early as possible.
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Los problemas de oído, nariz y garganta son un motivo frecuente de consulta en Atención Primaria. Numerosos estudios han reportado que los médicos de Atención Primaria perciben una capacitación insuficiente en el manejo de estos problemas. El objetivo de este estudio fue evaluar las competencias en el diagnóstico y tratamiento de problemas prevalentes de Otorrinolaringología de médicos residentes de Atención Primaria en un hospital universitario, en Buenos Aires, Argentina, mediante la implementación de un examen clínico objetivo estructurado. Participaron 25 residentes, de Pediatría (7), de Medicina Interna (10) y de Medicina Familiar (8). Los de Medicina Familiar y Pediatría tuvieron mejor desempeño que los de Medicina Interna. Los residentes de Atención Primaria demostraron competencias disímiles en el manejo de problemas prevalentes de Otorrinolaringología. Se detectaron áreas de oportunidad de mejora comunes para los tres grupos, que proporcionaron dirección y motivación en futuros aprendizajes, tanto en conocimientos como en habilidades.
Ear, nose and throat problems are very common in Primary Care settings. Numerous studies have reported that Primary Care physicians feel dissatisfied with their performance and insufficient training to diagnose and manage these problems. The objective of this study was to assess the competency in diagnosis and management of prevalent ear, nose and throat problems in medical residents of Family Medicine, Internal Medicine and Pediatrics at a University Hospital in Buenos Aires, Argentina, using an Objective Structured Clinical Examination. The participants were 25 residents of Pediatrics (7), Internal Medicine (10) and Family Medicine (8). Residents of Family Medicine and Pediatrics showed better performance than residents of Internal Medicine. Residents of Primary Care demonstrated dissimilar competencies in the management of prevalent ear, nose and throat problems. Areas of common improvement opportunities were detected for the three groups, which provided direction and motivation in future learnings in both knowledge and skills.
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Humans , Otolaryngology , Primary Health Care , Clinical Competence , Education, Medical , Medical Staff, HospitalABSTRACT
Background: Ultrasound helps in assessing the type of abortion. Life threatening emergency like ectopic pregnancy, when evaluated by ultrasound gives scope for conservative approach without affecting the fertility status. The objective of this study was to compare the utility of ultrasound with clinical examination findings in pregnant females having vaginal bleeding.Methods: A hospital-based prospective study was conducted among 100 pregnant patients who have the problem of bleeding. A complete general physical and pelvic examination was done, and patients were then subjected to ultrasound examination. Epi info 7 software was used for statistical analysis. Chi- square test was used as the test of significance and correlation in terms of sensitivity, specificity was seen. P<0.05 is considered statistically significant.Results: 72 cases were diagnosed by ultrasonography as viable pregnancies with sensitivity, specificity negative predictive value (NPV), and positive predictive value (PPV) of 82% and 28 cases were diagnosed as non-viable pregnancies by ultrasonography with sensitivity of 52%, specificity of 81%, and NPV of 72%. The clinical diagnosis had sensitivity of 82%, specificity of 52%, and PPV of 40% in diagnosing viable pregnancies. In diagnosing non-viable pregnancies, clinical diagnosis had a very poor statistical correlation with sensitivity of 52%, specificity of 81%, PPV of 64%, and NPV of 72%.Conclusions: Judicious utilization of ultrasonography and a close connection with the sonologist is necessary. However, it should be realised that ultrasound is complementary in the pelvic examination and cannot substitute obstetric history and clinical examination.
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Background: An adnexal mass may be found in females of all ages with significantly variable prevalence, but more common among women of reproductive age. Adnexal masses pose a special dilemma to the attending gynaecologist because the diagnosis is often difficult and differential diagnosis is vast. Clinical examination is the first step in evaluation of patients with adnexal mass. Pelvic masses which are undetected or overlooked on physical examination can be identified by Ultrasonography. The aims and objectives of the study were to: to find out different types of adnexal pathology clinically, correlation of clinical finding with histopathology, correlation of ultrasonography finding with histopathology.Methods: The present study was carried in the Department of Obstetrics and Gynecology, Assam medical college and hospital, Dibrugarh from 1st July 2017 to 30th June 2018. This study was a hospital based observational study which included 145 patients of adnexal mass attending the GOPD who required admission and operative intervention. All cases underwent an abdominal ultrasound examination with color Doppler. Transvaginal sonography was done wherever feasible. Following surgery, specimens were sent for histopathological examination and the reports were correlated with pre-operative clinical and ultrasonography findings.Results: The most common site of origin of adnexal mass was ovary (92.41%) followed by fallopian tube (6.20%) and broad ligament (1.39%). Majority (79.31%) were non neoplastic or benign adnexal masses. All cases of adnexal malignancy were of ovarian origin. The sensitivity and specificity of clinical examination for diagnosis and discriminating benign and malignant ovarian neoplasms were 70% and 86.6% and that of ultrasonography was 86.67% and 96.65% respectively.Conclusions: Adnexal mass in reproductive age group were mostly non neoplastic and benign, whereas malignancy was mostly seen in peri and post-menopausal age group. Ultrasonography is a useful adjunct to clinical examination for diagnosis and proper management of patients with adnexal mass in low resource setup.
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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.