Relevant bibliographies by topics / Objective Structured Clinical Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Objective Structured Clinical Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Objective Structured Clinical Education"

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Kumar, Senthil P. "Use of Objective Structured Clinical Examination and Structured Clinical Instruction Module for Interprofessional Education on Cancer: A Focused Review." Indian Journal of Cancer Education and Research 4, no. 2 (2016): 49–55. http://dx.doi.org/10.21088/ijcer.2321.9815.4216.2.

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Wilkinson, Tim J., Christopher M. Frampton, Mark Thompson-Fawcett, and Tony Egan. "Objectivity in Objective Structured Clinical Examinations." Academic Medicine 78, no. 2 (February 2003): 219–23. http://dx.doi.org/10.1097/00001888-200302000-00021.

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Maia, Tarsis d. M., Eliana Amaral, and John Boulet. "The objective structured clinical examination in dietician education." Medical Education 48, no. 11 (October 12, 2014): 1130–31. http://dx.doi.org/10.1111/medu.12569.

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Bdair, Izzeddin A. Abu, Hala F. Abuzaineh, and Hala M. R. Burqan. "Advantages and Disadvantages of the Objective Structured Clinical Examination OSCE in Nursing Education: A Literature Review." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 270–74. http://dx.doi.org/10.31142/ijtsrd20269.

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Fabiny, Anne, Patricia McArdle, Thomas Perls, Thomas Inui, and Myles Sheehan. "The Geriatric Objective Structured Clinical Exercise." Gerontology & Geriatrics Education 18, no. 4 (May 11, 1998): 63–70. http://dx.doi.org/10.1300/j021v18n04_05.

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Hodges, B., G. Regehr, M. Hanson, and N. McNaughton. "An objective structured clinical examination for evaluating psychiatric clinical clerks." Academic Medicine 72, no. 8 (August 1997): 715–21. http://dx.doi.org/10.1097/00001888-199708000-00019.

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Day, Cristi, Connie Barker, Eva Bell, Elizabeth Sefcik, and Deborah Flournoy. "Flipping the Objective Structured Clinical Examination." Nurse Educator 43, no. 2 (2018): 83–86. http://dx.doi.org/10.1097/nne.0000000000000421.

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McWilliam, Paula, and Carol Botwinski. "Developing a Successful Nursing Objective Structured Clinical Examination." Journal of Nursing Education 49, no. 1 (January 1, 2010): 36–41. http://dx.doi.org/10.3928/01484834-20090915-01.

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Currie, Graeme P., and Jennifer Cleland. "Sequential objective structured clinical examinations: Number of stations." Medical Teacher 38, no. 8 (April 13, 2016): 857–58. http://dx.doi.org/10.3109/0142159x.2016.1170785.

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Jones, Anne, Anne Pegram, and Carol Fordham-Clarke. "Developing and examining an Objective Structured Clinical Examination." Nurse Education Today 30, no. 2 (February 2010): 137–41. http://dx.doi.org/10.1016/j.nedt.2009.06.014.

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Dissertations / Theses on the topic "Objective Structured Clinical Education"

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Bergvall, Hanna. "Skillnader i självvärdering mellan kvinnliga och manliga tandläkarstudenter vid en ”Objective Structured Clinical Examination” (OSCE)." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19795.

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Syftet med denna studie var att jämföra tandläkarstudenters reella resultat på en Objective Structured Clinical Examination (OSCE) med deras egenskattade resultat. Dessa resultat jämfördes sedan med avseende på genus. Ett flertal studier finns publicerade där man har beskrivit skillnader i självvärdering mellan kvinnor och män på teoretiska examinationer. Dock saknas kunskap där man granskar dessa skillnader vid examination av kliniska moment. Vid teoretiska prov har man funnit att män har en tendens att värdera sina prestationer högre än vad kvinnor gör. Om dessa skillnader i självvärdering beror på överskattning hos män, underskattning hos kvinnor, en kombination av båda eller att värderingen faktiskt överensstämmer med de verkliga resultaten varierar mellan olika studiers resultat. Samtliga elever (35 kvinnor och 16 män) på sjätte termin på Odontologiska fakulteten på Malmö högskola examinerades med en OSCE bestående av 13 stationer. Studenternas reella resultat på OSCE jämfördes med deras självvärdering för varje station. Kvinnliga och manliga studenters bedömningar jämfördes. På de flesta av de 13 stationerna förekom inga signifikanta skillnader i över- och underskattning mellan kvinnor och män. Män hade svårare än kvinnor att korrekt värdera sin prestation gällande avtryckstagning med alginat. Dessa missbedömningar berodde främst på överskattning. Ingen tendens till att kvinnor underskattade sin prestation i större utsträckning än män kunde konstateras. Till skillnad från studier där man undersöker genusskillnader i självvärdering vid teoretiska examinationer fann man i denna studie inga signifikanta skillnader i över- och underskattning mellan könen.
The objective of this study was to compare dental student’s results at an Objective Structured Clinical Examination (OSCE) with their self-assessed results. These results were compared depending on gender. There are several studies published comparing gender differences in self-assessment in theoretical written exams. However there is a lack of knowledge regarding clinical examinations. At theoretical examinations it has been found that men tend to over-estimate their performance more frequently than women do. Whether these differences in self-assessment exist because men tend to over-estimate themselves, women tend to under-estimate themselves, a combination of both or the self-assessment is consistent with the result at the examination vary between different studies. All students (35 women, 16 men) at the Faculty of Odontology, Malmö University (sixth semester) were examined with an OSCE with 13 stations. The student’s real results at OSCE were compared with their self-assessed results at each station. The assessments were compared regarding gender. At most of the 13 stations there were no significant differences in over- and under-estimation regarding women and men. It was more difficult for men to assess their performance regarding impression with alginate, this difference was statistically significant. These misjudgments were mainly caused by over-estimation. There were no results indicating that women under-estimate their performance at greater extent than men. As opposed to studies where gender differences concerning self-assessment in theoretical examinations are studied, there were no significant differences in over- and under-estimation between genders in clinical examination evaluated in the present study.
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Budyn, Cynthia Lee. ""Great Expectations" communication between stadardized patients and medical students in Objective Structured Clinical Examinations." Connect to resource online, 2007. http://hdl.handle.net/1805/1187.

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Thesis (M.A.)--Indiana University, 2007.
Title from screen (viewed on January 9, 2008). Department of Communication Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stuart M. Schrader, Kim D. White-Mills, Elizabeth M. Goering, Jane E. Schultz. Includes vitae. Includes bibliographical references (leaves 85-94).
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O'Hare, Roisin. "A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/337507.

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Healthcare education is continually evolving to reflect therapeutic advances in patient management. Society demands assurances regarding the ongoing competence of HCPs including pharmacists. The use of OSCEs to evaluate competence of medical staff as well as nurses is well documented in the literature however evidence of its use with undergraduate pharmacy students is still sparse.
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Maruping, Segomotso Sophie. "Exploring nurse educators' perceptions of objective structured clinical evaluation as summative assessment for students' clinical competence / Segomotso Sophie Maruping." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9381.

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The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence.
Thesis (MCur)--North-West University, Potchefstroom Campus, 2013
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Rowe, Pauline. "A formulation and critical evaluation of an inter-personal communication skills Objective Structured Clinical Examination (OSCE) in pre-registration occupational therapy education." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/556935.

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Occupational Therapy is a client centred, holistic allied health profession in which the quality of a supportive, empowering therapist-client relationship is seen as having a key and central role in effective therapy. A minimum of a 1000 hours of practice placement education (PPE) must be successfully completed in pre-registration programmes, which are charged with ensuring graduates are fit for practice and purpose. This Work Based Project focussed on how pre-registration education can best equip students for a first PPE in terms of sufficient inter-personal communication skills. Primary data collection was conducted between November 2008 and March 2010. The project firstly employed thematic content analysis of data elicited from two rounds of focus group surveys of practice placement educators (PPEds) to identify a baseline of inter-personal communication skills required prior to embarking on a first PPE. This data was used to formulate an objective structured clinical examination (OSCE) checklist of inter-personal communication skills, which was then utilised as a formative assessment and in role play scenarios in taught sessions with one first year pre-registration occupational therapy cohort. This cohort was surveyed via a questionnaire and in addition five students were interviewed. Subsequently a group of third year students, who role played clients for the OSCE, participated in a facilitated discussion on their perceptions of the OSCE. The data on students’ perceptions and an analysis and comparison of staff and student ratings of performance in the formative OSCE, were utilised in a critical evaluation of the use of this OSCE as a teaching and assessment tool. The findings indicate a level of agreement on the content of the OSCE checklist, providing content validity to this particular assessment. PPEds, and first and third year students are positive about the use of an OSCE when it is used as a formative experience. Students recommend that if used as a summative assessment the OSCE is combined with a reflective piece. Objective structured clinical examinations have long been established in other health care professions such as medicine and nursing. This project has provided evidence indicating that an OSCE of inter-personal communication skills is a valid assessment tool for occupational therapy pre-registration students, and that it can also facilitate student reflection, self-awareness and learning. It has also identified profession specific inter-personal communication skills required for embarking on a first PPE.
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Bowersock, Allison Hope. "Healing by Example: The Influences of Medical Residents' Attitudes and Health Behaviors on their Communication Skills and Counseling Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/72998.

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The opportunity to educate obese patients on healthy lifestyle practices and address habits related to chronic disease development is present among many physician office visits, though this opportunity is often overlooked (Flocke, Stange, & Goodwin, 1998). Understanding ways to improve the medical education and enhance the counseling skills of future physicians are of practical and personal relevance to current research. By improving the ways in which physicians counsel obese patients on weight management practices, the healthcare paradigm is poised to create an indelible mark on the wellbeing of our nation. Based on the need to address patient education and counseling, the purpose of this study was to investigate the relationship between physician attitudes and health behaviors on their overall communication and communication skills. The study surveyed 38 second-year medical residents at the New York University Bellevue School of Medicine using the Weight Management Survey developed by NYU researchers. Communication and counseling skills were measured using scores from Objective Structured Clinical Exams (OSCEs) administered on the same day as the Weight Management Counseling survey. Results of the survey and the OSCEs were analyzed to investigate relationships between each survey item of three categories of questions (attitudes toward weight management counseling, attitudes toward obese patients, physician health habits) and each of two sets of OSCE scores (obesity-related communication skills and overall counseling skills). Results of the data analysis suggest significant relationships between physicians' personal health habits–specifically dietary habits–and obesity counseling–related communication skills. Results also suggest a significant relationship between physicians' attitudes toward obesity counseling-related communication skills and overall communication skills. Although an extensive body of evidence corroborates these relationships, future investigations should administer the surveys and methods used in this study in rural as well as other urban locations in order to improve variability among medical residents surveyed and assessed. These results also highlight the need to investigate more information about the learning environment of medical residents and also the working environment of physicians, in a variety of settings, in order to provide more depth to the body of literature suggesting providers' health habits improves patient health outcomes.
Ph. D.
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Roberts, Kirsten Colleen. "A validity and reliability study of the objective structured clinical examination /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7727.

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Nehring, Wendy M., and Felissa R. Lashley. "Nursing Simulation: A Review of the Past 40 Years." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6706.

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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.
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Bressa, Rebeca Carvalho. "Autoeficácia do docente de medicina na utilização do OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)." Universidade do Oeste Paulista, 2018. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1107.

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Submitted by Renata Morais (rmorais@unoeste.br) on 2018-09-25T18:27:46Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rebeca Carvalho Bressa.pdf: 1225569 bytes, checksum: 7ca7dbf0fcc71d7519691f65e66dafb2 (MD5)
Made available in DSpace on 2018-09-25T18:27:46Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rebeca Carvalho Bressa.pdf: 1225569 bytes, checksum: 7ca7dbf0fcc71d7519691f65e66dafb2 (MD5) Previous issue date: 2018-04-12
The belief in teacher self-efficacy (AED) is defined as the teacher's judgment of his or her abilities to achieve student engagement and learning outcomes. The Objective Structured Clinical Examination (OSCE) is a standardized tool used in the evaluation of professional performance. Associating the concepts of AED and OSCE use in the practice of the medical professor is an innovative challenge. Thus, this dissertation was constructed with three studies: the first one reviewed the national publications on OSCE and their relationship with the current context of Brazilian medical education; the second presented the main Brazilian studies on EDA and the third analyzed the associations between EDA and the OSCE application. In the first study, 32 texts were selected, of which only 18.8% described theoretical concepts about the OSCE, which means little time for experimentation of the method in Brazil. In the second, 32 articles were found, and 37.5% were aimed at investigating AED in different educational contexts, which demonstrates the concern of disseminating the construct in the academic environment. In the third one, two scales (Teacher Self-efficacy Scale - EAEP and Self-efficacy Scale - EFAE) were applied and a characterization questionnaire that, besides the socio demographic characteristics of the examined ones, presented questions directed to teacher perception about their work process and the main properties of simulated activities such as the OSCE. A total of 47 medical professors from a private university in the interior of the state of São Paulo were 55.3% male and 44.7% female, ranging in age from 31 to 78, whose teaching experience was dispersed between 1 and 35 years, with a mean of 11.5 years. In the results of the EFAE, the factors Social Persuasion and Vicarious Learning were the most endorsed, indicating that these sources are those of greater interference in the formation of the teachers' beliefs. Most of the participants had low and average scores on self-efficacy beliefs. The highest averages found were in relation to the Effectiveness factor in the Intentionality of the Action. In relation to the statistically significant correlations, these were negative and with moderate magnitudes between the factors of self-efficacy and the sources of Physiological and Affective States, indicating that the greater the belief in the capacity to teach or control the academic environment, the smaller the influences of physiological and emotional tensions in the performance and formation of these beliefs. There was only a positive correlation with weak magnitude, established between Action Intentional Efficacy and Vicarious Learning, suggesting that teachers who believe in their ability to mobilize students for the teaching-learning process may have these beliefs formed from the experiences of its formative process as a whole. The association of teachers with high levels of AED and OSCE implementation needs to be further explored, including in studies with qualitative approaches, but a priori, this hypothetical association appears to be promising in strengthening the quality of teaching.
A crença de autoeficácia docente (AED) é definida como o julgamento que o professor faz de suas capacidades em alcançar os resultados de comprometimento e aprendizagem do aluno. O Objective Structured Clinical Examination (OSCE) é uma ferramenta padronizada utilizada na avaliação do desempenho profissional. Associar os conceitos de AED e uso do OSCE na prática do professor de Medicina é um desafio inovador. Assim, esta dissertação foi construída com três estudos: o primeiro revisou as publicações nacionais sobre OSCE e sua relação com o contexto atual da educação médica brasileira; o segundo apresentou os principais estudos brasileiros sobre AED e, o terceiro analisou as associações entre AED e a aplicação do OSCE. No primeiro estudo foram selecionados 32 textos, dos quais, apenas 18,8% descreveram conceitos teóricos sobre o OSCE, o que traduz pouco tempo de experimentação do método no Brasil. No segundo foram encontrados 32 artigos e 37,5% objetivaram Investigar a AED em diferentes contextos educacionais, o que demonstra preocupação em divulgar o constructo no meio acadêmico. No terceiro foram aplicadas duas escalas (Escala de Autoeficácia do Professor – EAEP e Escala sobre Fontes de Autoeficácia - EFAE) e um questionário de caracterização que, além das características sócio demográficas dos examinados, apresentava perguntas direcionadas a percepção docente sobre seu processo de trabalho e as principais propriedades de atividades simuladas como o OSCE. Participaram 47 docentes de Medicina de uma universidade privada do interior do estado de São Paulo, sendo 55,3% do sexo masculino e 44,7% do sexo feminino, com idade variando entre 31 e 78 anos, cuja experiência na docência era dispersa entre 1 e 35 anos, com média de 11,5 anos. Nos resultados da EFAE, os fatores Persuasão Social e Aprendizagem Vicária foram os mais endossados, indicando que estas fontes são as de maior interferência na formação das crenças dos professores. A maioria dos participantes tiveram pontuações de classificações baixa e média no que se refere às crenças de autoeficácia. As maiores médias encontradas foram em relação ao fator Eficácia na Intencionalidade da Ação. No que concerne às correlações estatisticamente significativas, estas foram em sentido negativo e com magnitudes moderadas entre os fatores de autoeficácia e as fontes de Estados Fisiológicos e Afetivos, indicando que quanto maior a crença na capacidade de ensinar ou controlar o ambiente acadêmico, menores são as influências de tensões fisiológicas e emocionais no desempenho e formação dessas crenças. Houve apenas uma correlação positiva com magnitude fraca, estabelecida entre Eficácia na Intencionalidade da Ação e Aprendizagem Vicária, sugerindo que os docentes que acreditam na sua capacidade de mobilizar os alunos para o processo de ensino-aprendizagem podem ter essas crenças formadas a partir das experiências de seu processo formativo como um todo. A associação de professores com elevados níveis de AED e aplicação do OSCE necessita ser mais explorada, inclusive em estudos com abordagens qualitativas, mas a priori, essa associação hipotética parece ser promissora no fortalecimento da qualidade do ensino
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Manogue, Michael. "The use of objective structured clinical examinations in the assessment of competence in restorative dentistry." Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249906.

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Books on the topic "Objective Structured Clinical Education"

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author, Ponnamperuma Gominda, and Amin Zubair author, eds. An essential guide to developing, implementing, and evaluating Objective Structured Clinical Examination (OSCE). Hackensack,] New Jersey: World Scientific, 2015.

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Zabar, Sondra, Elizabeth Kachur, Adina Kalet, and Kathleen Hanley, eds. Objective Structured Clinical Examinations. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3749-9.

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Sherazi, Mubashar Hussain, and Elijah Dixon, eds. The Objective Structured Clinical Examination Review. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95444-8.

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Coales, Una. Plab 2: 100 Objective Structured Clinical Examinations. London, UK.: Royal Society of Medicine Press, 2001.

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Nursing and health survival guide: Objective structured clinical examination. Harlow, England: Pearson, 2011.

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Beverly, Cornel-Avendano, ed. Mastering the OSCE, Objective Structured Clinical Examination and CSA, Clinical Skills Assessment. 2nd ed. New York: McGraw-Hill, Health Professions Division, 2002.

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Mendonca, Cyprian. The objective structured clinical examination in anaesthesia: Practice papers for teachers and trainees. Harley, Nr Shrewsbury: Tfm Publishing, 2007.

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Kalet, Adina, Sondra Zabar, Elizabeth Krajic Kachur, and Kathleen Hanley. Objective structured clinical examinations: 10 steps to planning and implementing OSCEs and other standardized patient exercises. New York: Springer, 2013.

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Definitive Guide to the OSCE: The Objective Structured Clinical Examination As a Performance Assessment. Elsevier Health Sciences, 2015.

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Hodges, Brian David. A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE). 2007.

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Book chapters on the topic "Objective Structured Clinical Education"

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Gruppen, L. D., W. K. Davis, J. T. Fitzgerald, and M. A. McQuillan. "Reliability, Number of Stations, and Examination Length in an Objective Structured Clinical Examination." In Advances in Medical Education, 441–42. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_133.

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Davis, J. E. C., H. Fry, and A. Jones. "Developing Staff: Developing Stations A Dental Objective Structured Clinical Examination (OSCE) Activity Day." In Advances in Medical Education, 207–9. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_61.

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Taylor, Darci. "The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam." In Professional and Support Staff in Higher Education, 1–17. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1607-3_4-1.

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Taylor, Darci. "The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam." In Professional and Support Staff in Higher Education, 1–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1607-3_4-2.

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Taylor, Darci. "The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam." In Professional and Support Staff in Higher Education, 1–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1607-3_4-3.

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Taylor, Darci. "The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam." In Professional and Support Staff in Higher Education, 327–43. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6858-4_4.

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Plakiotis, Christos. "Objective Structured Clinical Examination (OSCE) in Psychiatry Education: A Review of Its Role in Competency-Based Assessment." In Advances in Experimental Medicine and Biology, 159–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56246-9_13.

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Violato, Claudio. "Objective structured clinical exams." In Assessing Competence in Medicine and Other Health Professions, 301–17. Boca Raton : Florida : CRC Press, [2019]: CRC Press, 2018. http://dx.doi.org/10.1201/9780429426728-16.

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Zabar, Sondra, Elizabeth Krajic Kachur, Kathleen Hanley, and Adina Kalet. "Introduction." In Objective Structured Clinical Examinations, 1–6. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3749-9_1.

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Kachur, Elizabeth Krajic, Sondra Zabar, Kathleen Hanley, Adina Kalet, Julia Hyland Bruno, and Colleen C. Gillespie. "Organizing OSCEs (and Other SP Exercises) in Ten Steps." In Objective Structured Clinical Examinations, 7–34. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3749-9_2.

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Conference papers on the topic "Objective Structured Clinical Education"

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Urbaneja Rodríguez, Elena, María Asunción Pino Vázquez, Hermenegildo González García, Rebeca Garrote Molpeceres, Belén Izquierdo López, Paola Jiménez Jiménez, Paula Garcimartín Valle, et al. "CORRELATION ANALYSIS OF A STRUCTURED OBJECTIVE CLINICAL EXAMINATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1678.

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Liu, Guijuan, Suding Fei, Wei Ge, Jinmei Xu, Yanhong Cha, and Xiaoli Wang. "Application of Objective Structured Clinical Examination (OSCE) in Intensive Care Curriculum." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.62.

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Karolyi, Matěj, Jakub Ščavnický, Petra Růžičková, Lenka Šnajdrová, and Martin Komenda. "Design and Management of an Objective Structured Clinical Examination using the SIMUportfolio Platform." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009570102690276.

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YUAN, Hao Bin. "The Objective Structured Clinical Examination for Assessing Nursing Student Clinical Competency in a High-Fidelity Simulation." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416826.

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Gao, Fan, Yanru Zhang, Zhuofan Liu, and Kesui Deng. "Application Situation and Countermeasure Study of Objective Structured Clinical Examination in Higher Nursing Education." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.56.

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Fuertes Guiró, Fernando. "A PROPOSAL OF AN OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN ETHICAL COMPETENCES WITH POSTGRADUATE RESIDENTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1833.

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El Hajj, Maguy, Ahmed Awaisu, Nadir Kheir, Mohamad Haniki, Rula Shami, Rana Saleh, Noora AlHamad, Ahmed Almulla, and Ziyad Mahfoud. "Assessment of an Intensive Education Program on the Treatment of Tobacco-Use Disorder for Pharmacists using OSCE (Objective Structured Clinical Examination)." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0113.

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Tobacco use is one of the main causes of morbidity and mortality in Qatar. The aim of this randomized controlled trial (RCT) is to design, implement, and evaluate an intensive education program on tobacco-use treatment for pharmacists in Qatar. The study objectives are to assess the effectiveness of the program on pharmacists’ skills toward tobacco cessation. Methods: A random sample of community pharmacists in Qatar was selected for participation. Consenting participants were randomly allocated to intervention or control groups. Participants in the intervention group received an intensive education program on treatment of tobacco-use disorder. A short didactic session on a non-tobacco-related topic was delivered to pharmacists in the control group. The pharmacists’ tobacco cessation skills were assessed using an Objective Structured Clinical Examination (OSCE). Six-station OSCE targeting core smoking cessation competencies and skills was completed by participants in both groups. Performance of participants was assessed using validated assessment checklists that comprised analytical and global assessment sections. Results: A total of 54 and 32 participants in the intervention and the control group respectively completed the OSCE. Overall, pharmacists in the intervention group performed better in the analytical and global assessment sections than those in the control group. For example, for case 1, mean scores for developing rapport, data gathering and management were 2.76 vs 0.97 (p-<0.001), 5 vs 2.81 (p <0.001), and 3.5 vs 2.25 (p=0.001) respectively for the intervention group compared to the control group. Mean total analytical scores were 12.06 vs 6.4 (p-<0.001) for intervention compared to the control group for case 1. Furthermore, mean global assessment scores for case 1 were 3.19 vs 2.41 (p=0.009) for the intervention compared to the control group. Conclusion: The study results suggest that provision of an intensive educational program on the treatment of tobacco use results in improved skills toward tobacco cessation.
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Le, Quoc Bao, and Thi My Hanh Nguyen. "THE INTERRATER RELIABILITY OF A SUMMATIVE OBJECTIVE STRUCTURED CLINICAL EXAMINATION IN MEASURING THE HISTORY TAKING SKILL: LESSON LEARNED FROM ATCS CENTER." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1101.

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Le, Quoc Bao, and Thi My Hanh Nguyen. "EFFECT OF A FORMATIVE OBJECTIVE STRUCTURED CLINICAL EXAMINATION ON PERFORMANCE OF THE SECOND YEAR MEDICAL STUDENTS OF UNIVERSITY OF MEDICINE AND PHARMACY AT HO CHI MINH CITY, VIETNAM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1104.

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Neuparth, Nuno, Marta Fonseca, Beatriz Oliveira, Inês Canha, Hélder Dores, Madalena Pinheiro Santos, Vasco Cremon Lemos, et al. "Analyzing the use of linking words in concept maps designed for pathophysiology learning in medicine." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13036.

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Pathophysiology at NOVA Medical School adopted the concept mapping methodology to promote the visual display of pathophysiological reasoning and learning, based on clinical vignettes. The objective of this project is to identify and label the linking words, in order to study their role in the structure and organization of the concept maps constructed by the students. We used an adopted classification of linking words, categorized in 5 groups: dynamic, static, illustrative, definition and clinical case information. At the end of the semester the concept maps related to the respiratory (mid-semester) and endocrine systems (end of semester) were analyzed and compared. We found linking words not included in any of the five categories, thus a group named “other” has been created. Statistically significant differences were found in dynamic and “other” categories (p=0,049 and p= 0,011, respectively; Wilcoxon signed-rank test). The dynamic words were the most commonly used, probably reflecting students’ need to better describe pathophysiological mechanisms, and the difference found was probably due an improvement in the learning process and concept maps building technic. It would be interesting next year to conduct a more detailed analysis, increasing the sample and ensuring a more robust dataset.
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Reports on the topic "Objective Structured Clinical Education"

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Leavy, Michelle B., Danielle Cooke, Sarah Hajjar, Erik Bikelman, Bailey Egan, Diana Clarke, Debbie Gibson, Barbara Casanova, and Richard Gliklich. Outcome Measure Harmonization and Data Infrastructure for Patient-Centered Outcomes Research in Depression: Report on Registry Configuration. Agency for Healthcare Research and Quality (AHRQ), November 2020. http://dx.doi.org/10.23970/ahrqepcregistryoutcome.

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Background: Major depressive disorder is a common mental disorder. Many pressing questions regarding depression treatment and outcomes exist, and new, efficient research approaches are necessary to address them. The primary objective of this project is to demonstrate the feasibility and value of capturing the harmonized depression outcome measures in the clinical workflow and submitting these data to different registries. Secondary objectives include demonstrating the feasibility of using these data for patient-centered outcomes research and developing a toolkit to support registries interested in sharing data with external researchers. Methods: The harmonized outcome measures for depression were developed through a multi-stakeholder, consensus-based process supported by AHRQ. For this implementation effort, the PRIME Registry, sponsored by the American Board of Family Medicine, and PsychPRO, sponsored by the American Psychiatric Association, each recruited 10 pilot sites from existing registry sites, added the harmonized measures to the registry platform, and submitted the project for institutional review board review Results: The process of preparing each registry to calculate the harmonized measures produced three major findings. First, some clarifications were necessary to make the harmonized definitions operational. Second, some data necessary for the measures are not routinely captured in structured form (e.g., PHQ-9 item 9, adverse events, suicide ideation and behavior, and mortality data). Finally, capture of the PHQ-9 requires operational and technical modifications. The next phase of this project will focus collection of the baseline and follow-up PHQ-9s, as well as other supporting clinical documentation. In parallel to the data collection process, the project team will examine the feasibility of using natural language processing to extract information on PHQ-9 scores, adverse events, and suicidal behaviors from unstructured data. Conclusion: This pilot project represents the first practical implementation of the harmonized outcome measures for depression. Initial results indicate that it is feasible to calculate the measures within the two patient registries, although some challenges were encountered related to the harmonized definition specifications, the availability of the necessary data, and the clinical workflow for collecting the PHQ-9. The ongoing data collection period, combined with an evaluation of the utility of natural language processing for these measures, will produce more information about the practical challenges, value, and burden of using the harmonized measures in the primary care and mental health setting. These findings will be useful to inform future implementations of the harmonized depression outcome measures.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
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