How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?

The Objective Structured Clinical Examination (OSCE) is considered a gold standard summative and formative assessment method wherein it is a comprehensive and standardized tool assessing the clinical competencies including psychomotor domain, attitudes, and behaviors that will be manifested in the r...

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Autor principal:	Said Said Elshama
Formato:	article
Lenguaje:	EN
Publicado:	Emergency Department of Hospital San Pedro (Logroño, Spain) 2020
Materias:	objective structured clinical examination educational assessment medical education clinical competence Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/fa77a3c7233c4627a7809f096b6b40ab
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spelling	oai:doaj.org-article:fa77a3c7233c4627a7809f096b6b40ab2021-12-02T18:12:17ZHow to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?10.5281/zenodo.42477632695-5075https://doaj.org/article/fa77a3c7233c4627a7809f096b6b40ab2020-11-01T00:00:00Zhttps://doi.org/10.5281/zenodo.4247763https://doaj.org/toc/2695-5075The Objective Structured Clinical Examination (OSCE) is considered a gold standard summative and formative assessment method wherein it is a comprehensive and standardized tool assessing the clinical competencies including psychomotor domain, attitudes, and behaviors that will be manifested in the real work of the medical graduates. Therefore, the implementation of OSCE depends on the design of a blueprint that consists of two axes; the first axis is the tested competencies according to the learning objectives while the second axis represents a system or problem that is related to these competencies. Thus, the blueprint of OSCE is a translation for the learning objectives into clinical competences such as history taking, physical examination, radiographic and laboratory data interpretation, technical skills, attitudinal behaviors, and counseling skills. In addition, the utility index proved that OSCE has a good balance for acceptability, reliability, validity, credibility, feasibility, cost, and educational impact. However, the use of OSCE for the students' assessment is considered expensive and exhausted because it requires many facilities, a great deal of the personnel besides the needed consuming time for its application.Said Said ElshamaEmergency Department of Hospital San Pedro (Logroño, Spain)articleobjective structured clinical examinationeducational assessmentmedical educationclinical competenceMedicine (General)R5-920ENIberoamerican Journal of Medicine, Vol 3, Iss 1, Pp 51-55 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	objective structured clinical examination educational assessment medical education clinical competence Medicine (General) R5-920
spellingShingle	objective structured clinical examination educational assessment medical education clinical competence Medicine (General) R5-920 Said Said Elshama How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?
description	The Objective Structured Clinical Examination (OSCE) is considered a gold standard summative and formative assessment method wherein it is a comprehensive and standardized tool assessing the clinical competencies including psychomotor domain, attitudes, and behaviors that will be manifested in the real work of the medical graduates. Therefore, the implementation of OSCE depends on the design of a blueprint that consists of two axes; the first axis is the tested competencies according to the learning objectives while the second axis represents a system or problem that is related to these competencies. Thus, the blueprint of OSCE is a translation for the learning objectives into clinical competences such as history taking, physical examination, radiographic and laboratory data interpretation, technical skills, attitudinal behaviors, and counseling skills. In addition, the utility index proved that OSCE has a good balance for acceptability, reliability, validity, credibility, feasibility, cost, and educational impact. However, the use of OSCE for the students' assessment is considered expensive and exhausted because it requires many facilities, a great deal of the personnel besides the needed consuming time for its application.
format	article
author	Said Said Elshama
author_facet	Said Said Elshama
author_sort	Said Said Elshama
title	How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?
title_short	How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?
title_full	How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?
title_fullStr	How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?
title_full_unstemmed	How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?
title_sort	how to design and apply an objective structured clinical examination (osce) in medical education?
publisher	Emergency Department of Hospital San Pedro (Logroño, Spain)
publishDate	2020
url	https://doaj.org/article/fa77a3c7233c4627a7809f096b6b40ab
work_keys_str_mv	AT saidsaidelshama howtodesignandapplyanobjectivestructuredclinicalexaminationosceinmedicaleducation
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How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?

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