Log in

Relevant bibliographies by topics / Objective Structured Clinical Examination (OSCE) / Journal articles

To see the other types of publications on this topic, follow the link: Objective Structured Clinical Examination (OSCE).

Journal articles on the topic 'Objective Structured Clinical Examination (OSCE)'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Objective Structured Clinical Examination (OSCE).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Srivastava, Tripti K., and Lalitbhushan Waghmare. "Reverse Objective Structured Clinical Examination (ROSCE)." Canadian Medical Education Journal 9, no. 4 (2018): e138-141. http://dx.doi.org/10.36834/cmej.43220.

Full text

Abstract:

The authors propose a method "Reverse OSCE" which is built upon the principles of OSCE. It is a step forward to conventional OSCE wherein the role of tutor and student is reversed. Reverse OSCE as an assessment tool can assess the observational skill of a student along with knowledge and understanding of various procedural skills. It retains the obvious advantages of conventional OSCE in terms of objectivity, reproducibility, and easy recall along with the added benefit of versatility and ever broadening scope.

APA, Harvard, Vancouver, ISO, and other styles

2

ISOBE, Mitsuaki. "Objective structured clinical examination (OSCE)." Igaku Toshokan 52, no. 2 (2005): 125–28. http://dx.doi.org/10.7142/igakutoshokan.52.125.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

BHAT, MARY SHAM, SUSAN ANAND, and FACULTY MEMBERS. "OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)." Nursing Journal of India XCVII, no. 01 (2006): 14–16. http://dx.doi.org/10.48029/nji.2006.xcvii102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

De Winter, B. Y. "OSCE: objective structured clinical examination." Bijblijven 23, no. 6 (2007): 41–47. http://dx.doi.org/10.1007/bf03087579.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Shanmugam, Shanya, Rajeswari Kathirvel, Kayda Soh, and Xinyi Li. "Medical students’ perception on the impact of mock Objective Structured Clinical Examination (OSCE) on final examination performance." Asia Pacific Scholar 10, no. 3 (2025): 89–92. https://doi.org/10.29060/taps.2025-10-3/sc3562.

Full text

Abstract:

Introduction: The Objective Structured Clinical Examination (OSCE) is a popular method for assessing medical students' clinical proficiency. Mock OSCEs are often incorporated into medical curricula to help students familiarise themselves with the examination format. While the impact of mock OSCEs on academic performance has been studied, their perceived utility remains less explored. This study aimed to assess the effectiveness of a mock OSCE in preparing medical students for their final examinations. Methods: A prospective study was conducted at a tertiary hospital in Singapore, involving med

APA, Harvard, Vancouver, ISO, and other styles

6

Ojuka, Daniel, Nyaim Elly, Kiptoon Dan, and Ndaguatha Peter. "Objective Structured Clinical Examination Tests: Comparison with Traditional Clinical Examinations in Surgery." Annals of African Surgery 17, no. 2 (2020): 55–59. http://dx.doi.org/10.4314/aas.v17i2.3.

Full text

Abstract:

Background: Examination methods change over time, and audits are useful for quality assurance and improvement. Objective: Comparison of traditional clinical test and objective structured clinical examination (OSCE) in a department of surgery. Methods: Examination records of results of the fifth year MBChB examinations for 2012–2013 (traditional) and 2014–2015 (OSCE) were analyzed. Using 50% as the pre-agreed pass mark, the pass rate for the clinical examinations in each year was calculated and these figures were subjected to t-test to determine any significant differences in each year an

APA, Harvard, Vancouver, ISO, and other styles

7

Hejri, Sara Mortaz, and Mohammad Jalili. "Sequential Objective Structured Clinical Examination based on item response theory in Iran." Journal of Educational Evaluation for Health Professions 14 (September 8, 2017): 19. http://dx.doi.org/10.3352/jeehp.2017.14.19.

Full text

Abstract:

Purpose: In a sequential objective structured clinical examination (OSCE), all students initially take a short screening OSCE. Examinees who pass are excused from further testing, but an additional OSCE is administered to the remaining examinees. Previous investigations of sequential OSCE were based on classical test theory. We aimed to design and evaluate screening OSCEs based on item response theory (IRT).Methods: We carried out a retrospective observational study. At each station of a 10-station OSCE, the students’ performance was graded on a Likert-type scale. Since the data were polytomou

APA, Harvard, Vancouver, ISO, and other styles

8

Gupta, Piyush, Pooja Dewan, and Tejinder Singh. "Objective structured clinical examination (OSCE) revisited." Indian Pediatrics 47, no. 11 (2010): 911–20. http://dx.doi.org/10.1007/s13312-010-0155-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Yak, Alma, W. K. Abdul-Hamid, and Roy Chad. "The objective structured clinical examination (OSCE)." Psychiatric Bulletin 28, no. 7 (2004): 265–66. http://dx.doi.org/10.1192/pb.28.7.265-d.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Dharmarajlu, Santhi Muttipoll, Basmah Ahmed Aldarbi, Wasan Hameed Shami, Samar Othman Humq, Samira Ahmad Suhail, and Hajar Ahmed Gomairy. "The Evaluative Study of Objective Structured Clinical Examination (OSCE): Students' Perspective." International Journal of Integrative Pediatrics and Environmental Medicine 10 (April 24, 2025): 1–9. https://doi.org/10.36013/ijipem.v10i.121.

Full text

Abstract:

Background Objective Structured Clinical Examination (OSCE) is widely used in nursing education to evaluate students' clinical competence. Despite its advantages, perceptions of OSCE vary among students based on attributes such as quality, organization, and assessment format. Aim This study aimed to assess the perceptions of OSCE among nursing students focusing on attributes, performance quality, validity, reliability, and organizational aspects. Methods A descriptive cross-sectional survey design with a quantitative approach was employed. Thirty nursing students from levels 5 to 9, aged 19–20

APA, Harvard, Vancouver, ISO, and other styles

11

Barman, A. "Critiques on the Objective Structured Clinical Examination." Annals of the Academy of Medicine, Singapore 34, no. 8 (2005): 478–82. http://dx.doi.org/10.47102/annals-acadmedsg.v34n8p478.

Full text

Abstract:

Introduction: The main aim of medical education is to foster the development of clinical competence in students at all levels. Differences in experiences, methods of instruction and ambiguous forms of assessment are obstacles to attaining this goal. Dissatisfaction with the conventional methods of clinical assessment on the part of teachers and students led assessors to search for appropriate alternatives and in 1975, Harden and his colleagues introduced the objective structured clinical examination (OSCE). It is nearly impossible to have a test that satisfies all the criteria of a good test.

APA, Harvard, Vancouver, ISO, and other styles

12

Azhar, Tayyaba, Maimoona Nasreen, Khizar Ansar Malik, Kinza Aslam, Sara Mukhtar, and Saima Rafique. "Observing the Objective Structured Clinical Exam: A Deeper Dive into Structured Clinical Examination." Pakistan Armed Forces Medical Journal 73, no. 6 (2023): 1852–57. http://dx.doi.org/10.51253/pafmj.v73i6.10878.

Full text

Abstract:

Objective: To explore the perceptions of students and examiners regarding objective structured clinical examination (OSCE). Study Design: Cross-sectional study. Place and Duration of Study: University College of Medicine & Dentistry, Lahore Pakistan from Dec to Apr 2023. Methodology: Data was collected through Google Forms, which served as a secure and user-friendly platform for survey administration. Data was collected from the students who were enrolled in the integrated curriculum. The research involved administering a pre-validated questionnaire to 40 examiners and 272 fourth- and fina

APA, Harvard, Vancouver, ISO, and other styles

13

Choudhari, Sahil, and T. N. Uma Maheswari. "Objective Structured Clinical Examination (OSCE): A Review." Research Journal of Pharmacy and Technology 9, no. 8 (2016): 1257. http://dx.doi.org/10.5958/0974-360x.2016.00238.9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Usubaliev, M. B., M. I. Dvorkin, P. I. Matyushkov, and D. Z. Mamytbekova. "What is objective structured clinical examination (OSCE)?" Vestnik KGMA im I K Akhunbaeva, no. 4 (2022): 154–64. http://dx.doi.org/10.54890/1694-6405_2022_4_154.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Park, Hoonki. "Clinical Application of Objective Structured Clinical Examination (OSCE)." Korean Journal of Medical Education 16, no. 1 (2004): 13–23. http://dx.doi.org/10.3946/kjme.2004.16.1.13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Alkhateeb, Nazdar, Abubakir Majeed Salih, Nazar Shabila, and Ali Al-Dabbagh. "Objective structured clinical examination: Challenges and opportunities from students’ perspective." PLOS ONE 17, no. 9 (2022): e0274055. http://dx.doi.org/10.1371/journal.pone.0274055.

Full text

Abstract:

Background Objective structured clinical examination (OSCE) has been used in evaluating clinical competence in health professions education around the world. Despite its implementation in Iraq for around a decade, limited studies investigated the challenges and opportunities to improve the standard and quality of this examination from student’s perspective. Methods This qualitative study was based on an online open-ended questionnaire survey that was carried out in the College of Medicine, Hawler Medical University, Iraq at the beginning of the 2018–2019 academic year. A convenience sample of

APA, Harvard, Vancouver, ISO, and other styles

17

Pandey, Srijana, and Kshitij Gartoulla. "Perception of Objective Structured Clinical Examination Among Undergraduates Medical Students." Nepal Medical College Journal 26, no. 2 (2024): 98–103. http://dx.doi.org/10.3126/nmcj.v26i2.67194.

Full text

Abstract:

Objective structured clinical examination (OSCE) is a valuable assessment tool that enhances in-depth learning and preparation of students for clinical practice. The tasks to be assessed should be of different types and of varying difficulties. The tasks in OSCE depend on the level of students training. The aim of the study was to assess the perception of OSCE among under-graduates’ medical students. A mixed methods study (cross sectional exploratory and content analysis) was conducted with the simple random sampling, purposive sampling and content analysis technique among 86 undergraduates’ m

APA, Harvard, Vancouver, ISO, and other styles

18

Peeters, Michael J., M. Kenneth Cor, Sarah E. Petite, and Michelle N. Schroeder. "Validation Evidence using Generalizability Theory for an Objective Structured Clinical Examination." INNOVATIONS in pharmacy 12, no. 1 (2021): 15. http://dx.doi.org/10.24926/iip.v12i1.2110.

Full text

Abstract:

Objectives: Performance-based assessments, including objective structured clinical examinations (OSCEs), are essential learning assessments within pharmacy education. Because important educational decisions can follow from performance-based assessment results, pharmacy colleges/schools should demonstrate acceptable rigor in validation of their learning assessments. Though G-Theory has rarely been reported in pharmacy education, it would behoove pharmacy educators to, using G-Theory, produce evidence demonstrating reliability as a part of their OSCE validation process. This investigation demons

APA, Harvard, Vancouver, ISO, and other styles

19

Nafee, Hoda Mohamed, Awatef El-Sayed Ahmed, and Ahlam Mohamed Hussien. "Objective structured clinical examination versus traditional clinical examination among nursing students: A comparative approach." Journal of Nursing Education and Practice 9, no. 2 (2018): 42. http://dx.doi.org/10.5430/jnep.v9n2p42.

Full text

Abstract:

The complex nature of clinical competence in nursing consequently poses a challenge in identifying suitable assessment methods that are able to measure all its attributes as well as maintaining reliability, validity and objectivity. So the aim of this study was to compare nursing students’ opinions, feedback and clinical achievements grades in the Objective Structured Clinical Examination (OSCE) and the Traditional Clinical Examination (TCE) methods. A descriptive research design was used to conduct the study at college of nursing –Immam Abdulrahman Bin Faisal University (IABU), kingdom of Sau

APA, Harvard, Vancouver, ISO, and other styles

20

Chong, Lauren, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, and Boaz Shulruf. "The sights and insights of examiners in objective structured clinical examinations." Journal of Educational Evaluation for Health Professions 14 (December 27, 2017): 34. http://dx.doi.org/10.3352/jeehp.2017.14.34.

Full text

Abstract:

Purpose: The objective structured clinical examination (OSCE) is considered to be one of the most robust methods of clinical assessment. One of its strengths lies in its ability to minimise the effects of examiner bias due to the standardisation of items and tasks for each candidate. However, OSCE examiners’ assessment scores are influenced by several factors that may jeopardise the assumed objectivity of OSCEs. To better understand this phenomenon, the current review aims to determine and describe important sources of examiner bias and the factors affecting examiners’ assessments. Methods: We

APA, Harvard, Vancouver, ISO, and other styles

21

J., Huldah. "PERSPECTIVE ON OBJECTIVE STRUCTURED CLINICAL EXAMINATION AMONG UNDERGRADUATE NURSING STUDENTS." International Journal of Advanced Research 12, no. 04 (2024): 255–60. http://dx.doi.org/10.21474/ijar01/18544.

Full text

Abstract:

An important trend in nursing education has been the move to an OUTCOME or COMPETENCY-BASED model, where the learning outcomes are defined and decisions about the curriculum are based on these. The aim of the study was to explore the perspectives of the students regarding OSCE (Objective structured clinical examination). A descriptive survey using 19 item three-point Likerts scale questionnaire was conducted. The study sample consisted of 190 B.Sc., (N) students. 76.31% students were agreed that OSCE is well structured and sequenced, 76.31% students agreed that OSCE represented an objective ev

APA, Harvard, Vancouver, ISO, and other styles

22

Chappell, Ginny. "Overcoming OSCE anxiety." Practice Nursing 33, no. 5 (2022): 196–200. http://dx.doi.org/10.12968/pnur.2022.33.5.196.

Full text

Abstract:

Objective structured clinical examinations (OSCEs) can generate more anxiety than other forms of assessment. Ginny Chappell looks at methods of overcoming this Objective structured clinical examinations (OSCEs) are used to assess competency in advanced practice programmes. OSCEs generate more anxiety than other forms of assessment, which can be helpful to motivate studying but 20% of students find their performance is affected. OSCE anxiety may activate the sympathetic nervous system (flight for fight response). Worrying and catastrophising can lead to negative self-talk and increase stress le

APA, Harvard, Vancouver, ISO, and other styles

23

Zulharman, Zulharman. "Perancangan Objective Structured Clinical Examination (OSCE) untuk Menilai Kompetensi Klinik." Jurnal Ilmu Kedokteran 5, no. 1 (2017): 7. http://dx.doi.org/10.26891/jik.v5i1.2011.7-12.

Full text

Abstract:

When planned and organized correctly, OSCE can be highly successful as an instrument to assess competence inmedicine. Knowledge about how to plan and organize OSCE is required by OSCE’s designers in medical education, sothat OSCE which had been designed become valid, reliable and feasible. The elements in designed OSCE consisted ofdefining of clinical competency which be assessed, design station, patient, examiners, pass or fail scoring, logistics andcosts.

APA, Harvard, Vancouver, ISO, and other styles

24

Said, Khadiga M., and Safaa F. Draz. "Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance." Evidence-Based Nursing Research 2, no. 1 (2020): 11. http://dx.doi.org/10.47104/ebnrojs3.v2i1.117.

Full text

Abstract:

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pe

APA, Harvard, Vancouver, ISO, and other styles

25

Bernard, Aaron W., Richard Feinn, Gabbriel Ceccolini, et al. "The Reliability of 2-Station Clerkship Objective Structured Clinical Examinations in Isolation and in Aggregate." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051986344. http://dx.doi.org/10.1177/2382120519863443.

Full text

Abstract:

Background: Most medical schools in the United States report having a 5- to 10-station objective structured clinical examination (OSCE) at the end of the core clerkship phase of the curriculum to assess clinical skills. We set out to investigate an alternative OSCE structure in which each clerkship has a 2-station OSCE. This study looked to determine the reliability of clerkship OSCEs in isolation to inform composite clerkship grading, as well as the reliability in aggregate, as a potential alternative to an end-of-third-year examination. Design: Clerkship OSCE data from the 2017-2018 academic

APA, Harvard, Vancouver, ISO, and other styles

26

Hastie, Maya Jalbout, Jessica L. Spellman, Parwane P. Pagano, Jonathan Hastie, and Brian J. Egan. "Designing and Implementing the Objective Structured Clinical Examination in Anesthesiology." Anesthesiology 120, no. 1 (2014): 196–203. http://dx.doi.org/10.1097/aln.0000000000000068.

Full text

Abstract:

Abstract Since its description in 1974, the Objective Structured Clinical Examination (OSCE) has gained popularity as an objective assessment tool of medical students, residents, and trainees. With the development of the anesthesiology residents’ milestones and the preparation for the Next Accreditation System, there is an increased interest in OSCE as an evaluation tool of the six core competencies and the corresponding milestones proposed by the Accreditation Council for Graduate Medical Education. In this article the authors review the history of OSCE and its current application in medical

APA, Harvard, Vancouver, ISO, and other styles

27

Sediq, Rozhan, Jamal Salih, Fattah Fattah, and Adnan Hassan. "PERCEPTION OF MEDICAL STUDENTS AND EXAMINERS TOWARDS OBJECTIVE STRUCTURED CLINICAL EXAMINATION: A FEEDBACK FOR IMPROVEMENT." JOURNAL OF SULAIMANI MEDICAL COLLEGE 13, no. 1 (2023): 57–68. http://dx.doi.org/10.17656/jsmc.10397.

Full text

Abstract:

Background  Objective Structured Clinical Examination (OSCE) is globally used in the assessment of the clinical competency of medical students. Nevertheless, OSCE has to be carefully designed and organised to be fair and reliable. Objectives  The study aimed to observe the perception of medical students and their examiners towards OSCE. Materials and Methods The survey is a cross-sectional study in which a self-administrative questionnaire was designed and filled by 286 third-year students and 64 examiners of the College of Medicine /University of Sulaimani after

APA, Harvard, Vancouver, ISO, and other styles

28

Chajhlana, Sunil Pal singh, Manoj Aravind Bhumi, Rama Krishna Narashima Mahabhashyam, Sai Ram A., and Maruti Sarma Mannava Varaprasada. "Objective structured clinical examination for formative assessment of final year part-1 MBBS students." International Journal Of Community Medicine And Public Health 5, no. 1 (2017): 313. http://dx.doi.org/10.18203/2394-6040.ijcmph20175798.

Full text

Abstract:

Background: The aim of medical education is to develop overall medical student’s clinical competency at all the levels. Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. Different variability in clinical examination, student’s variability, the examiner’s variability and the patient’s variability and the attitude towards disease may have effect on the assessment of the students. Objective structured clinical examination (OSCE) was designed to test the clinical competence by bed side while simultaneou

APA, Harvard, Vancouver, ISO, and other styles

29

Manmeet, Kaur, Parihar Satish, Sharma Monika, and Alice K. Pamela. "Introduction of Objective Structured Clinical Examination as an Assessment tool for learning in Surgery." International Journal of Pharmaceutical and Clinical Research 15, no. 4 (2023): 846–53. https://doi.org/10.5281/zenodo.12675301.

Full text

Abstract:

<strong>Background:</strong> The curriculum tells the teacher what to teach and assessment tells the students what to learn. With the introduction of CBME, innovations in both teaching and assessment are needed to catch up with the learning. Competencies in CBME are a mix of all domains of learning, so we felt the need to introduce Objective Structured Clinical Examination (OSCE), as a method of assessment which can be aligned with the learning objectives. OSCE serve as an efficient and potent learning opportunity, nevertheless there are a variety of challenges with conduct and implementa

APA, Harvard, Vancouver, ISO, and other styles

30

Kantar, Lina. "Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review." Journal of Nursing Education 64, no. 6 (2025): 356–64. https://doi.org/10.3928/01484834-20250130-02.

Full text

Abstract:

Background Amid calls to transform nursing curricula to competency-based education, assessments to capture the intricacy and complexity of practice remains inconsistent. The ubiquitous integration of the objective structured clinical examination (OSCE) in evaluation systems necessitated a consolidative review to determine practices that garner its effectiveness. Method The review leaned on an extensive search of literature targeting nursing OSCEs between 2015 and 2024, guided by inclusion criteria. Of the 77 reviewed abstracts, only 16 primary studies met the criteria. Data were categorized in

APA, Harvard, Vancouver, ISO, and other styles

31

施心筑, 施心筑, 吳書能 Hsin-Chiu Shih, 尤琬筑 Shu-Neng Wu та 許郁笙 Wan-Chu Yu. "運用資訊自動化提升OSCE管理效率". 醫療品質雜誌 17, № 4 (2023): 038–44. http://dx.doi.org/10.53106/199457952023071704005.

Full text

Abstract:

<p>客觀結構式臨床技能測驗（Objective Structured Clinical Examination, OSCE）需大量人力物力支持，本品質改善專案意在藉由資訊自動化、線上化，提升OSCE管理效率。活動中藉由建置OSCE網站、運用資訊自動化概念設定評分自動換算彙整模組、擬定並執行考官培訓計畫，大幅改善管理效率。品質改善活動後籌備時間自184小時減少至132小時，紙張耗費量從1224張紙減少至696張紙，考官成員數量自26位增加至31位。整體而言，品質改善專案的執行達成預定的目標，未來除持續執行之外，也將加強文件管理與備份，以專用帳號管理OSCE網站與雲端硬碟文件，定期下載備份資料以確保資料完整性。</p> <p>&nbsp;</p><p>Objective Structured Clinical Examinations (OSCEs) require substantial investments in terms of human and material resources. Thus, this Quality Enhancement Project aims to increase the efficiency of OSCE administration through the automa

APA, Harvard, Vancouver, ISO, and other styles

32

Cho, Eunbyul, Ju-Hyun Lee, O. Sang Kwon, Jiseong Hong, and Nam Geun Cho. "Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination." Journal of Acupuncture Research 38, no. 3 (2021): 219–26. http://dx.doi.org/10.13045/jar.2021.00122.

Full text

Abstract:

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education a

APA, Harvard, Vancouver, ISO, and other styles

33

Johnson, Harriet, Kiki Mastroyannopoulou, Ella Beeson, Paul Fisher, and Margo Ononaiye. "An evaluation of multi-station Objective Structured Clinical Examination (OSCE) in clinical psychology training." Clinical Psychology Forum 1, no. 301 (2018): 38–43. http://dx.doi.org/10.53841/bpscpf.2018.1.301.38.

Full text

Abstract:

This evaluation explored first year clinical psychology trainees’ and assessors’ experiences of Observed Structured Clinical Examination (OSCE). Changes to the OSCE based on their feedback helped reduce trainees’ anxiety, promoted trainees’ favourability of the OSCE and increased preparedness for placements.

APA, Harvard, Vancouver, ISO, and other styles

34

Farahani, Imaneh, Samieh Farahani, Maira Anna Deters, Holger Schwender, and Stephanie Laeer. "Training Pharmacy Students in Self-Medication Counseling Using an Objective Structured Clinical Examination–Based Approach." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110164. http://dx.doi.org/10.1177/23821205211016484.

Full text

Abstract:

Introduction: Pharmacists play an important role in ensuring the safe, effective, and rational use of drugs in self-medication. Given the potential risks of self-medication, adequate training on self-medication counseling should be provided to pharmacy students during their academic education. Objective structured clinical examinations (OSCEs) could be used to train pharmacy students in these skills. This study evaluated the efficacy of an OSCE-based approach for training pharmacy students in self-medication counseling and communication skills. Methods: This randomized controlled study was con

APA, Harvard, Vancouver, ISO, and other styles

35

Llaguno, Maria Blesilda B., Jay N. Ablao, Aida Domantay, and Edwin C. Cancino. "Evaluation of the objective structured clinical examination by the nursing students." International Journal of ADVANCED AND APPLIED SCIENCES 11, no. 1 (2024): 102–8. http://dx.doi.org/10.21833/ijaas.2024.01.012.

Full text

Abstract:

The objective structured clinical examination (OSCE) represents a pivotal innovation in the assessment of clinical proficiency within nursing education. This method is crucial as nurses are anticipated to exhibit competence across diverse healthcare settings, ensuring comprehensive, safe, and high-quality care throughout the patient's lifespan. A key challenge in evaluating clinical competence lies in the inherent subjectivity and complexity of the task. This demands educators to perpetually seek and refine tools apt for gauging nursing competence. Our study, a descriptive cross-sectional anal

APA, Harvard, Vancouver, ISO, and other styles

36

Dolot, Jecky F., Herlina I. S. Wungouw, and Heriyannis Homenta. "Persepsi Mahasiswa terhadap Objective Structured Clinical Examination (OSCE) Fakultas Kedokteran Universitas Sam Ratulangi 2023." e-CliniC 12, no. 3 (2024): 421–27. https://doi.org/10.35790/ecl.v12i3.54913.

Full text

Abstract:

Abstract: Objective Structured Clinical Examination (OSCE) is a case scenario-based assessment method expected to be carried out by medical students as a benchmark for their future professional readiness. This study aimed to identify medical students' perceptions about OSCE. This was a retrospective and descriptive study with a cross-sectional design, employing a questionnaire designed by Fisseha and Desalegn. The results showed that based on a total of 85 students who took the UKMPPD OSCE exam in August 2023, 71 respondents (87.65%) completed the questionnaire. Students expressed that the OSC

APA, Harvard, Vancouver, ISO, and other styles

37

Russell, Brent S., Kathryn T. Hoiriis, and Joseph Guagliardo. "Correlation Between Student Performances on Course Level Integrated Clinical Skills Examinations and Objective Structured Clinical Examinations in a Chiropractic College Program." Journal of Chiropractic Education 26, no. 2 (2012): 138–45. http://dx.doi.org/10.7899/jce-10-026.

Full text

Abstract:

Purpose: This retrospective study measured correlation of student performance between 2 objective structured clinical examinations (OSCEs) and an introductory integrated clinical skills course that preceded the OSCEs. The hypothesis was that there would be a strong, positive correlation between the earlier level examinations and the upper level OSCE, high enough that earlier examinations could be viewed as predictors of upper level OSCE performance. Methods: Using student scores for 5 academic terms of upper level OSCEs for 2008–2009 (n = 208) and respective earlier scores, correlation coeffic

APA, Harvard, Vancouver, ISO, and other styles

38

Prince, Lisa K., Robert Nee, and Christina M. Yuan. "The Acute Dialysis Orders Objective Structured Clinical Examination (OSCE)." Clinical Journal of the American Society of Nephrology 14, no. 9 (2019): 1346–54. http://dx.doi.org/10.2215/cjn.02900319.

Full text

Abstract:

Background and objectivesAcute kidney replacement therapy (KRT) prescription is a critical nephrology skill. We administered a formative objective structured clinical examination (OSCE) to nephrology fellows to assess acute KRT medical knowledge, patient care, and systems-based practice competencies.Design, setting, participants, & measurementsProspective cohort study of an educational test using the unified model of construct validity. We tested 117 fellows: 25 (four programs) in 2016 and 92 (15 programs) in 2017; 51 first-year and 66 second-year fellows. Using institutional protocols and

APA, Harvard, Vancouver, ISO, and other styles

39

Riaz, Misbah, Fazal Hussain, and Mah Muneer Khan. "The role of formative objective structured clinical examinations on students’ performance in clinical years." International Journal of Research in Medical Sciences 9, no. 8 (2021): 2231. http://dx.doi.org/10.18203/2320-6012.ijrms20213065.

Full text

Abstract:

Background: Objective structured clinical examinations are the gold standard of modern medical assessment for students. The aim of our study was to determine the effect of formative OSCEs on students’ performance in summative OSCEs in final year medical exams.Methods: This observational study was conducted at surgical B Unit, MTI, Khyber teaching hospital, Peshawar from January to December 2019. A total of 297 consecutive students of final year MBBS, studying in Khyber medical college were included in the study. Students who had repeated the year were excluded. Examination scores of formative

APA, Harvard, Vancouver, ISO, and other styles

40

Choi, Son Hwan, and Suk Bong Koh. "Introduction of Objective Structured Clinical Examination (OSCE) to Residency Examination." Korean Journal of Medical Education 20, no. 4 (2008): 343–49. http://dx.doi.org/10.3946/kjme.2008.20.4.343.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Doni, Widyandana, Angela Nurini Agni, and Agus Supartoto. "THE UNDERGRADUATE MEDICAL STUDENTS’ PITFALLS IN EYE EXAMINATION STATION OF OBJECTIVE STRUCTURED CLINICAL EXAMINATION." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 3 (2019): 144. http://dx.doi.org/10.22146/jpki.47167.

Full text

Abstract:

Background: High prevalence of eye disorders in Indonesia requires medical doctors to be skillful and well trained in ophthalmologic examination. Undergraduate medical students usually start their clinical simulation practice and ophthalmology assessment in a safe learning environment. Skill laboratory as the learning facility should be evaluated and improved regularly. This study aimed to evaluate student’s pitfalls in the eyes OSCE station. Methods: Descriptive analytic study involving Objective Structured Clinical Examination (OSCE) eye examination station score from 1st - 4th year undergra

APA, Harvard, Vancouver, ISO, and other styles

42

Myers, K. "P.126 Incorporation of Objective Structured Clinical Examination into EEG/Epilepsy Fellowship Training." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (2021): S55. http://dx.doi.org/10.1017/cjn.2021.402.

Full text

Abstract:

Background: For over 40 years, the objective structured clinical examination (OSCE) has been a part of medical education, eventually finding its way into most aspects of clinical training and evaluation. However, the EEG/epilepsy fellowship training has not classically involved OSCE evaluations. Methods: We designed and implemented a formative OSCE for pediatric and adult EEG/epilepsy fellows in Montreal, Quebec, Canada. The examination was offered in French and English. Stations included: technical issues, short cases, a long case, and communication. We solicited post-examination feedback fro

APA, Harvard, Vancouver, ISO, and other styles

43

Zuliani and Ana Farida Ulfa. "TINGKAT KECEMASAN DALAM MENGHADAPI OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) DENGAN KELULUSAN OSCE." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 10, no. 1 (2024): 42–46. http://dx.doi.org/10.33023/jikep.v10i1.1816.

Full text

Abstract:

Pendahuluan: Kecemasan merupakan hal yang normal terjadi dalam kehidupan, namun kecemasan dapat menjadi abnormal apabila respons terhadap stimulus berlebihan. Pada mahasiswa, kecemasan berpengaruh terhadap proses pendidikan. Objective Structured Clinical Examination (OSCE) merupakan salah satu bagian dari ujian komprehensif yang menguji keterampilan mahasiswa yang akan memasuki praktik klinik. Ujian ini hampir sama dengan ujian praktikum laboratorium, tetapi materi ujian lebih banyak dan pengaturan ujian juga berbeda sehingga situasi tersebut menimbulkan kecemasan pada mahasiswa menjelang OSCE

APA, Harvard, Vancouver, ISO, and other styles

44

Beyer, Angelika, Adina Dreier, Stefanie Kirschner, and Wolfgang Hoffmann. "Objective Structured Clinical Examination (OSCE) als kompetenzorientiertes Prüfungsinstrument in der pflegerischen Erstausbildung." Pflege 29, no. 4 (2016): 193–203. http://dx.doi.org/10.1024/1012-5302/a000496.

Full text

Abstract:

Zusammenfassung. Hintergrund: Aufgrund der demografischen und epidemiologischen Entwicklung wird die Vermittlung adäquater pflegerischer Kompetenzen in der pflegerischen Ausbildung zunehmend diskutiert. Kompetenzen sind in den Examina angemessen zu überprüfen. Hierfür haben sich international OSCEs bewährt. Ziel: Ziel der vorliegenden Analyse war die Ermittlung von Kompetenzen, die in pflegerischen Erstausbildungen mit OSCEs überprüft werden. Methodik: In internationalen Datenbanken wurden einschlägige Publikationen recherchiert. Analyse-Einschlusskriterium war die Nennung mindestens einer übe

APA, Harvard, Vancouver, ISO, and other styles

45

Zhu, Xuemei, Li Yang, Ping Lin, et al. "Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination." Western Journal of Nursing Research 39, no. 3 (2016): 388–99. http://dx.doi.org/10.1177/0193945916667727.

Full text

Abstract:

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8

APA, Harvard, Vancouver, ISO, and other styles

46

Edwards, Mary, and Adele Martin. "The Objective Structured Clinical Examination as a Method of Occupational Therapy Student Evaluation." Canadian Journal of Occupational Therapy 56, no. 3 (1989): 128–31. http://dx.doi.org/10.1177/000841748905600306.

Full text

Abstract:

An Objective Structured Clinical Examination (OSCE) was implemented in the Mohawk-McMaster Occupational Therapy Programme to assess knowledge of theoretical and practical aspects of physical assessment as applied to normal human movement. The OSCE was chosen because it was felt to have the potential to be a more objective and reliable method of evaluation than a practical examination. The OSCE is a circuit examination with a series of stations through which students rotate. Each station is designed to assess objectively one aspect of clinical competence such as knowledge or skill. This paper d

APA, Harvard, Vancouver, ISO, and other styles

47

Du, Yihua, Ke Yu, Xiaohong Li, Feng Wang, and Tingting Wang. "Brief Analysis of Application of Objective Structured Clinical Examination (OSCE) in Graduation Exams of Clinical Medical Students." Higher Education Studies 1, no. 2 (2016): 92. http://dx.doi.org/10.5539/hes.v1n2p92.

Full text

Abstract:

This article gives a brief introduction to the Objective Structured Clinical Examination (OSCE) and analyzesdevelopmental progress of OSCE at both home and abroad and standardized patients’ application in OSCE. Also,this article expounds application of OSCE in graduation exam of clinical medical students. Finally, this articlesummarizes pre-exam preparation work and flow of OSCE exam in Affiliated Hospital of Clinical Medical School,analyzes OSCE and puts forward suggestions to improve OSCE.

APA, Harvard, Vancouver, ISO, and other styles

48

Saputra, Bejo Danang. "Kesiapan Dosen Dalam Pelaksanaan Uji Objective Structured Clinical Examination (Osce) Program Studi D3 Keperawatan." Profesi (Profesional Islam) : Media Publikasi Penelitian 16, no. 1 (2018): 53. http://dx.doi.org/10.26576/profesi.304.

Full text

Abstract:

Perencanaan pengembangan uji kompetensi perawat Indonesia akan dikembangkan dengan metode OSCE.. Pelaksanaan uji OSCE membutuhkan persiapan yang matang, terutama kesiapan sumber daya manusia (SDM) dalam hal ini adalah dosen untuk melaksanakan uji OSCE. Mengetahui kesiapan SDM dalam pengembangan uji OSCE di Prodi D3 Keperawatan Sekolah Tinggi Ilmu Kesehatan (STIKES) Al-Irsyad Al-Islamiyyah Cilacap. Desain penelitian yang digunakan adalah kualitatif dengan rancangan studi kasus. Informan penelitian adalah 6 orang dosen dan Kepala Program Studi D3 keperawatan. Data diperoleh melalui, focus group

APA, Harvard, Vancouver, ISO, and other styles

49

Ha, Eun-Ho, and Eunju Lim. "The effect of objective structured clinical examinations for nursing students." PLOS ONE 18, no. 6 (2023): e0286787. http://dx.doi.org/10.1371/journal.pone.0286787.

Full text

Abstract:

Twenty core nursing skills have been identified by the Korean Accreditation Board of Nursing Education. Proficiency in these skills is essential for all nursing professions, and many educational strategies exist to develop these skills in nursing students, including the Objective Structured Clinical Examination (OSCE). To date, no study on the effects of the OSCE on nursing education has been published. Therefore, we evaluated the effects of the OSCE on the core nursing skills of 207 pre-licensure nursing students in Korea. We measured the nursing students’ confidence, skills, and knowledge ac

APA, Harvard, Vancouver, ISO, and other styles

50

Müller, S., U. Dahmen, and U. Settmacher. "Objective Structured Clinical Examination (OSCE) an Medizinischen Fakultäten in Deutschland – eine Bestandsaufnahme." Das Gesundheitswesen 80, no. 12 (2016): 1099–103. http://dx.doi.org/10.1055/s-0042-116435.

Full text

Abstract:

Zusammenfassung Einleitung: Der Gesetzgeber hat im Jahre 2002 mit Novellierung der Approbationsordnung für Ärzte (ÄApprO) die systematische Bewertung von „Fähigkeiten und Fertigkeiten“ im Medizinstudium verlangt. Daraus resultierte eine sukzessive Einführung von Objective Structured Clinical Examination (OSCE) an den Medizinischen Fakultäten. Die vorliegende Arbeit liefert eine detaillierte Bestandsaufnahme zum derzeitigen Einsatz der OSCE-Prüfungsmethode im Medizinstudium der Bundesrepublik Deutschland. Durch die Erkenntnisse kann der allgemeine sowie fachspezifische Implementierungsbedarf de

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!