Saudi Nursing Studentsâ?? Outcomes and Perspectives about an Objective Structured Clinical Examination in Obstetrics andGynecological Nursing Course
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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.Keywords:
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The objective structured clinical examination (OSCE) is one of the evaluation strategies used to examine the clinical competence of nursing students. More attention needs to be paid to establishing an examination that is based on the standardized protocol and on reliability and validity.The aims of this study were to develop an OSCE that is based on a standardized protocol and to analyze the content validity and predictive validity, inter-rater consistency, internal consistency, item-to-total correlation, and the degree of discrimination and difficulty of this OSCE.Based on the blueprint for OSCEs that use an 8-station format, this study used a descriptive, cross-sectional design and a sample population of 207 senior students who were preparing for their last-mile practicum at a nursing technology university in northern Taiwan. The study period lasted from September 2015 to October 2016. Furthermore, the validity, reliability, degree of discrimination, and difficulty of the OSCE were examined.An OSCE with an eight-station format was developed. The content validity index (CVI) was .85-1.0, inter-rater reliability was .80-1.0, Cronbach' alpha internal consistency was .53-.82, and item-to-total correlation was .36-.63. In addition, the level of difficulty of the OSCE was easy to moderate and the discrimination of the OSCE ranged from fair to excellent. Meanwhile, the OSCE scores of the participants appeared to be a valid predictor of scores on the last mile practicum.According to the standardized protocol of OSCE development, an 8- station nursing OSCE format is reliable and valid, providing fair levels of difficulty and discrimination. The developed OSCE may be applied to evaluate the clinical competence of nursing students prior to beginning their last mile practicum. The results from the present study may provide a reference for nursing educators who are responsible for developing OSCE evaluation strategies.建構及檢測護理客觀結構式臨床技能測驗考題之信效度、鑑別度及難易度.客觀結構式臨床技能測驗（objective structured clinical examination, OSCE）是目前評估護理學生專業臨床能力的方式之ㄧ，其標準化流程之考題發展與考題信效度檢測值得關注。.本研究旨在，依標準化流程建構護理OSCE考站；分析OSCE考站專家效度及預測效度、評分者間一致性、內在一致性、考題相關性、鑑別度與難易度。.以描述性、橫斷式研究設計，自2015年9月至2016年10月依測驗藍圖發展8站式OSCE考試，應用於北部某科技大學207位四技四年級臨床選習前的護理系學生，並且測試OSCE考題的信效度、鑑別度與難易度。.本研究共建構8站OSCE考題，各題的專家效度指標為.85–1.0，評分者間一致性為.80–1.0，Cronbach's alpha為.53–.82，考題相關性為.36–.63，鑑別度多為優良或非常優良，難易度多為容易到適中，且OSCE成績對臨床選習成績具良好的預測效度。.透過標準化的考題建置流程，發展的8站式護理OSCE考題具良好的信效度、難易度適中及良好的鑑別度，並可做為檢測學生最後一哩專業技能的方法，期許本研究的結果提供護理教育者於發展OSCE評量之參考。.
Content Validity
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OSCE is a form of performance-based testing used to measure examinee’s clinical competence, where they are evaluated as they go through a series of stations in which they interview, examine and treat standardized patients who present with some of the medical problems. It is used commonly in nursing education, to assess clinical skill proficiency of students. OSCE can help students to gain confidence and apply their skills in the clinical field. It can use to measure clinical skills, helps to promote interaction between students and examiner and also can used for structured marking scheme. It has different components includes the examination coordinating committee, the examination coordinator, lists of skills, Behaviors and Attitudes to be assessed, Criteria for scoring the assessment (marking scheme of checklist), the examinees, the examiners, examination site, examination stations.
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An objective structured clinical examination (OSCE) was introduced at the end of the fourth year undergraduate paediatric training. We have compared the results obtained with those of our traditional method of assessment. We feel that the OSCE is a valid and reliable assessment; it provided good feedback and was well received by the students.
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Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice-based evaluation. Results: A wide range of scores on OSCE scales indicate that differences in student competencies were captured. Correlational analyses revealed an association between OSCE scales and field final evaluations. Nevertheless, a number of students who performed poorly on the OSCE did well in the practicum. Conclusions: The OSCE method of evaluation warrants cautious optimism and requires further replication and adaptation for social work educational outcomes assessment.
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Abstract Background Assessment of emergent, rare or complex medical conditions in Endocrinology and Metabolism (E&M) is an integral component of training. However, data is lacking on how this could be best achieved. The purpose of this study was to develop and administer an Objective Structured Clinical Examination (OSCE) for E&M residents, and to gather validity evidence for its use. Methods A needs assessment survey was distributed to all Canadian E&M Program Directors and recent graduates to determine which topics to include in the OSCE. The top 5 topics were selected using a modified Delphi technique. OSCE cases based on these topics were subsequently developed. Five E&M residents (PGY4-5) and five junior Internal Medicine (IM) residents participated in the OSCE. Performance of E&M and IM residents was compared and results were analyzed using a Generalizability study. Examiners and candidates completed a survey following the OSCE to evaluate their experiences. Results The mean score of IM and E&M residents was 41.7 and 69.3 % ( p < 0.001), respectively, with a large effect size (partial η 2 = 0.75). Overall reliability of the OSCE was 0.74. Standard setting using a borderline regression method resulted in a pass rate of 100 % of E&M residents and 0 % of IM residents. All residents felt the OSCE had high value for learning as a formative exam. Conclusions The E&M OSCE is a feasible method for assessing emergent, rare and complex medical conditions and this study provides validity evidence to support its use in a competency-based curriculum.
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Objective Structured Clinical Examinations (OSCE) are commonly used across health professions educational programs to evaluate student clinical competencies. OSCE are multiple, brief stations representing common practice scenarios. The purpose of the study was to evaluate student perceptions of OSCE. The researchers implemented 17 OSCE stations with 40 second year occupational therapy students to assess clinical competencies prior to fieldwork. Applying a qualitative descriptive methodologic approach, researchers analyzed station rating data, Qualtrics survey Likert-type items, and Qualtrics survey open-ended responses. Number of station rating responses varied widely, due to perceived time press. Station rating responses confirmed the more robust 80% response to Qualtrics survey. Analysis of Likert-type items revealed perceptions of OSCE as comprehensive, mixed eustress and distress, confirming of competence, and supportive of growth. Four dimensions of learning emerged from analysis of open-ended items: temporal, real world, bottlenecks to learning, and being open to the process. Findings affirmed student perceptions of OSCE to be valuable as summative and formative assessment of clinical competence. Existing literature supports three of the four dimensions of learning. The researchers advocate additional research to examine bottlenecks to learning, psychometrics of OSCE, the use of OSCE in program evaluation, and longitudinal study of student performance related to OSCE.
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Objectively Structured Clinical Examiniation (OSCE) was popularized as a test for clinical competence. The University of Santo Tomas Faculty of Medicine and Surgery, a large population medical school, used OSCE as part of the evaluation of students’ skills in the Art & Science of Medicine Module. This study aims to: 1) discuss the mini OSCE experience at the University of Santo Tomas faculty of Medicine and Surgery; 2) describe the effect of the mini OSCE in a large population university in terms of students’ performance and 3) analyze the variations in scoring by the faculty. Majority of the students performed well in the examination. The mean score of the students is 82.6%. ANOVA showed a variation in the scores given by faculty in each station. Issues related to its use such as validity, objectivity, practicality, choice of rater, standardization of patients, range of application, and reliability were taken into consideration. It is recognized that inter-rater reliability must be assessed. A series of OSCE examinations must be conducted in order to assess more skills and make the examination more generalizable.
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Abstract A total of 8 geriatric medicine fellows participated in an objective structured clinical examination (OSCE) assessing communication skills and clinical reasoning in common geriatric syndromes. To determine their perceptions about the experience, we conducted surveys and semistructured interviews. We analyzed the survey data using descriptive statistics, and two researchers independently utilized the constant comparative method to code themes from the interview transcriptions. Most perceived the OSCE as a formative tool, and many were concerned that the exam did not accurately measure real-world competence. In conclusion, fellows considered the OSCE to be valuable for reinforcing skills relevant to geriatric medicine but had concerns of exam validity. The authors would like to thank Virginia Roos for assistance in editing the manuscript.
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