论文快速发表网

社科类论文科技类论文医学类论文管理类论文教育类论文农林类论文新闻类论文建筑类论文文艺类论文法学类论文

EI Compendex Source List（2022年1月） EI Compendex Source List（2020年1月） EI Compendex Source List（2019年5月） EI Compendex Source List（2018年9月） EI Compendex Source List（2018年5月） EI Compendex Source List（2018年1月）中国科学引文数据库来源期刊列 CSSCI(2017-2018)及扩展期刊目录 2017年4月7日EI检索目录（最新） 2017年3月EI检索目录最新公布北大中文核心期刊目录 SCI期刊（含影响因子）

本站服务项目浅谈青年教师如何开展教科研大学青年教师如何处理教学和科

论文范文

An Audit of the Medical Students’ Perceptions regarding Objective Structured Clinical Examination 时间:2017-06-29 08:49 来源:未知作者:admin 点击: 次 Abstract:Objective. To record the perceptions of the final year MBBS students of Khyber Medical College (KMC) Peshawar regarding Objective Structured Clinical Examination (OSCE) conducted in the year 2016. Materials and Methods. This study was conducted in April 2016 which is in fact a reaudit of our similar survey done back in 2015. A total of 250 final year MBBS students participated by filling in a validated and pretested questionnaire already used by Russel et al. and Khan et al. in similar but separate studies including questions regarding exam content, quality of performance, OSCE validity and reliability, and so forth. The data was analyzed using SPSS version 20. Results. The study group comprised 160 (64%) males and 90 (36%) females. 220 (88%) stated that exam was fair and comprehensive; 94% believed OSCE was more stressful and mentally tougher. 96% of the students considered OSCE as valid and reliable and 87% were happy with its use in clinical competence assessment. Conclusion. Majority of students declared their final year OSCE as fair, comprehensive, standardized, less biased, and reliable format of examination but believed it was more stressful and mentally tougher than traditional examination methods.
1. Background
Objective structured clinical examination (OSCE) was introduced by Harden and colleagues in 1975. Since its origin in the 70s, objective structured clinical examination (OSCE) has received worldwide acceptance and appreciation as a fair and standardized format to assess the clinical competences of medical students and residents [1].
Medical educationists have long been trying to devise a valid and reliable assessment method in medicine and surgery. After a long story of efforts, OSCE became the cornerstone of medical assessment throughout the world. The objective structured clinical examination (OSCE) is an approach for student assessment in which different aspects of clinical competence are evaluated in a comprehensive, consistent, and structured manner with close attention to the objectivity of the process [2, 3]. In order to refine this system of clinical exam, it is vital to understand how do students taking OSCE feel and think about it.
The history of medical education in Pakistan reveals that long and short cases, essay writing, multiple choice questions (MCQs), instruments and specimen based oral interviews, and so forth have been the most popular forms of clinical competence assessment for decades with questionable validity and reliability. The body awarding the postgraduate medical degrees in Pakistan, the College of Physicians and Surgeons of Pakistan (CPSP), initiated OSCE as a method of clinical assessment in the 1990s which was later adopted by the Pakistan Medical and Dental Council (PMDC) at the undergraduate level as well. Khyber Medical University took a step forward by substituting traditional viva examination with OSCE in 2010 in the province of Khyber Pakhtunkhwa (KPK), Pakistan. As per this initiative, all medical and dental schools in KPK embraced OSCE as a part of final exam for assessing clinical competencies of students [4].
In order to know how good or bad OSCE is or to improve the quality of OSCE further, it needs to be monitored continuously to identify and then correct any shortcomings therein. For this to happen, recording the reflective thinking and both positive criticism and negative criticism of the examinees taking OSCE is one of the different parameters to evaluate this examination format. The students perceptions regarding OSCE help to find out areas of strength and weakness and their feedback brings reforms such as redesigning of curriculum and learning objectives, training the faculty in the conduct of OSCE, involving more external examiners, and establishment of a skills’ lab to help improve this assessment tool [5]. We conducted this student survey in April 2016 which is in fact a repetition of what we did in April 2015 to evaluate the current OSCE system of KMC Peshawar and improve any shortcomings in the view of the perceptions recorded on structured questionnaire by final professional MBBS students.