Summary of an OSCE formative assessment activity as the School of Health Sciences, City, University of London

1. Final Year Mega OSCE
Formative Assessment
RAKHEE SHAH

2. What did we do?
• Assessment Period - Spring Term
• 2017- 18
• 1 Station using a simulated patient (Simulated patient = examiner)
• 2018 – 19
• 4 data interpretation stations
• No simulated patients
• Four Clinical Subjects (Three Modules)
• Binocular Vision
• Visual Impairment
• Contact Lenses
• Clinical Skills & Professional Practice
• Each station tests several competencies
• 7 minutes/station
• 2017-18: Individualised feedback on communication station, group feedback for data interpretation stations
• 2018-19: Group feedback for all stations

3. What purpose did we want it to serve?
• Experience the OSCE assessment process
• Scheme for registration OSCE assessment
• Three modules - 4 clinical subjects
• Allows clinical modules to assess practical elements/ patient management
simultaneously
• One station can focus on multiple modules/ multiple competencies
simultaneously
• Focus on the most failed competencies
• Focus on importance of communication

4. What were the outcomes?
• Content – not reading the question
• Explanation of clinical findings
• Condition
• Management
• Communication
• Relating to the patient
• Explaining and advising
• Fluency of Performance
• Students: know what to expect with summative OSCEs for each
module

5. Lessons Learnt?
• Planning of formative OSCEs
• Staff availability
• Student Feedback
• 2017 - 18: Equal split of data interpretation and communication stations
• 2018 - 19: Would have valued a communication station with a simulated patient
• 2019-2020:
• Two observed (communication) and Two data interpretation stations

6. RAKHEE.SHAH@CITY.AC.UK