Effects and Consequences of Being an OSCE Examiner in Surgery-A Qualitative Study.

OBJECTIVE: Even though objective structured clinical examination (OSCE) is a well-investigated format for competency-based practical examination, only a few studies have explored the motivations of OSCE examiners and their opinions, both positive and negative, toward being an examiner. The aim of this study was to gain insights into the views of OSCE examiners using semi-structured interviews. DESIGN: Surgical OSCE examiners were queried at two medical faculties in Germany via semi-structured interviews. The interviews were transcribed verbatim and analyzed using the techniques of structured qualitative content analysis. SETTING: This study was conducted at the medical faculties of the Goethe University, Frankfurt, Germany and of the Otto-von-Guericke University, Magdeburg, Germany. PARTICIPANTS: All of the study participants were surgeons working at the university hospital of one of the faculties. RESULTS: A total of 29 examiners were queried until a saturation of content was achieved. A critical reflection of one's own teaching was described as a major benefit by most participants. Furthermore, they noted that the standards and competences examined during the OSCE boosted the detail of their teaching sessions in the wards. However, the examiners criticized missed operations due the examination and were not appreciated by superiors for being an examiner. Most of the examiners (22/29) preferred to be an examiner themselves rather than appointing student peer examiners. If they had appointed someone else, that would mean they would miss valuable experiences useful for their own teaching. CONCLUSIONS: Being an OSCE examiner confers several advantages, notably the reflection of one's own teaching, which was described as highly valuable by the examiners.

Development and implementation of an objective structured clinical examination (OSCE) in CMF-surgery for dental students.

OBJECTIVES: We introduced the OSCE (objective structured clinical examination) as a method of assessment in a problem-based learning (PBL) curriculum. The OSCE is a clinical competency test and a very good example of a practical performance (shows how) assessment instead of a theoretical written measurement (knows and knows how). The OSCE at this Department was designed to assess some of the skills that are supposedly gained during a PBL curriculum (skills such as critical thinking, problem-solving and hypothesis formation). The aim of this study was to find where the strengths and weaknesses of learning contents are during the CMF practical course and how we may raise the students' clinical competence. Furthermore we wanted to examine the possibility of achieving an OSCE with ten stations for a single department. MATERIAL AND METHODS: Students rotated through ten test stations of 5 min duration, separated by a 1 min changeover break. At each station the students' performance was observed and assessed by an examiner using a standardized multi-item checklist. All students of the eighth semester (n = 26) of the "Carolinum Dental Institute" at the University of Frankfurt were evaluated in summer 2009 in a ten station circuit of different topics, including trauma, practical knowledge and oncology. Following this all the students and examiners evaluated the OSCE. RESULTS: The overall average score was 63.2% (SD ± 8.89%). Subdivided the average results were; trauma (58.7 ± 6.79%), practical knowledge (66.1 ± 7.29%) and oncology (50 ± 4.81%). The overall rating of the OSCE was 1.69 (SD ± 0.78) for the students and 1.00 (SD ± 0) for the examiners. CONCLUSION: With good preparation, it is possible to run a ten station-OSCE circuit with ten examiners in one afternoon without interrupting patient care. The degree of difficulty was mainly acceptable. The overall average score for students' was within a range of 40-80%, which is similar to the international literature. The questionnaires showed that students and examiners viewed the new OSCE very positively.

Treatment of mandibular angle fractures - linea obliqua plate versus grid plate.

OBJECTIVES: To compare treatment outcomes, handling and long term results between two osseo-fixation systems for mandibular angle fractures - the external oblique ridge (external oblique) plate and the grid plate. MATERIAL AND METHODS: Sixty patients with mandibular angle fracture were analyzed regarding their operative treatment: 30 patients were treated with an external oblique plate and compared to 30 patients treated with a grid plate on the vestibular cortex. The follow up period was at least 1 year for both groups and the following complications were noted: infection, abnormality in fracture healing, nonunion, pain, hypoaesthesia and dysocclusion. RESULTS: The overall average operation time (from intubation to extubation) was 102.1 min (± 44.1 min). Single sided fractures treated with the grid plate needed in average 81.07 min (± 37.9 min) of operation time while single sided fractures treated with the external oblique plate needed 89.3 min (± 42.2 min). In multiple mandibular fractures, no significant change in the operation time between either plating system was found (118.8 ± 35.2 min). After the follow up period fracture healing was considered clinically complete in all patients, but complications occurred significantly more often in the external oblique group (13.3%; N=8) than in the grid plate group (0%; N=0). CONCLUSION: Isolated mandibular angle fractures can be more effectively treated using grid plates than using other osteosynthesis techniques. It is an easy to use alternative to conventional miniplate systems with good clinical outcome and fewer complications. An angulated burr and screwdriver has to be used to put on the plate laterally.