This document discusses key issues in assessing clinical competence in medical education. It addresses the need for tests of clinical competence to serve both formative and summative purposes. It also explores various assessment methods and how they measure different levels of competence, from basic knowledge to direct observation of performance. Reliability and validity are important considerations when designing assessments. The document recommends using multiple assessment methods and cases to reliably measure clinical competence.
The use of objective structured clinical examinations to assess skills in dev...SHU Learning & Teaching
This document discusses OSCEs (Objective Structured Clinical Examinations) and their use in assessing communication skills. It notes that OSCEs were developed in 1975 to evaluate medical students' clinical skills and have since been shown to reliably assess complex skills in health professions. While checklists are commonly used, more robust assessments incorporate global rating scales reflecting holistic care. The document outlines advantages of OSCEs like objectivity and consistency, as well as disadvantages like stress and high costs. It then provides an example of using OSCEs and lecturers as actors to evaluate nursing students' proficiency in motivational interviewing, noting challenges like reliability and relationship to real practice. The conclusion advocates for diverse assessment methods to comprehen
1) OSCE was introduced in 1975 as a standardized tool to objectively assess clinical competencies such as history taking, physical examination, communication skills, and data interpretation. It consists of stations that evaluate specific competencies using checklists.
2) The article discusses issues with OSCE including concerns about validity, objectivity, reliability, and lack of clear passing standards. It also notes that Indian experiences with OSCE are limited.
3) The authors argue for a cautious approach when considering OSCE as a supplementary assessment tool in India, given the need to address its limitations and sensitize faculty and students. Standard setting and determining minimum passing scores are highlighted as particular challenges.
Objective Structured Clinical Examination (OSCE)Asokan R
The document discusses Objective Structured Clinical Examination (OSCE) which is used to assess clinical competence of students. It involves students demonstrating skills at various stations using standardized patients. The document outlines the history, purpose, planning and administration of OSCEs. It notes the method was developed in the 1970s and is now widely used globally to evaluate skills like history taking, physical exams, and procedures in an objective structured manner.
This document discusses the objective structured clinical examination (OSCE) as a tool for assessing clinical competence. It defines the OSCE as a multidimensional practical exam of clinical skills. The purposes of the OSCE are to identify objective performance criteria for clinical skills, structure these criteria in checklists, and meet accreditation requirements. Examples of skills assessed include history taking, physical exams, clinical problem solving, and procedures. The document also outlines how to organize an OSCE and provides examples of exam stations. Both advantages like reliability and ability to test a wide range of skills as well as disadvantages like time demands are discussed.
The document discusses the Objective Structured Clinical Examination (OSCE), which is a method used to evaluate clinical skills in a standardized way. It defines the OSCE and outlines its purposes, which include measuring clinical skills, promoting structured interactions, and improving objectivity in assessments. The document also describes the key components of an OSCE, such as the skills being evaluated, standardized patients/actors, examiners, examination stations, checklists, and contingencies to handle any issues. Overall, the OSCE aims to objectively evaluate important clinical competencies in a structured and standardized manner.
Advantages and Disadvantages of the Objective Structured Clinical Examination...ijtsrd
This document summarizes a literature review on the advantages and disadvantages of using Objective Structured Clinical Examinations (OSCEs) in nursing education. The review found that OSCEs are an effective way to evaluate students' clinical skills and have grown in use over the last decade. However, OSCEs also have several disadvantages, such as being resource-intensive, expensive, and difficult to implement. While OSCEs provide benefits like objectivity and preparing students for practice, there are obstacles that limit their applicability in some contexts. Overall, the literature indicates that OSCEs are useful for nursing education when implemented appropriately, but other assessment methods may need to be used in combination due to the challenges of OSCEs
Osce revised basic workshop in medical education technologiessatyajit saha
This document discusses the objective structured clinical examination (OSCE) and its use in medical education.
The OSCE breaks clinical skills down into individual components and assesses each component at separate stations over a circuit of rotations. Stations consist of either skills demonstrations with checklists or multiple choice questions. This standardized approach aims to eliminate variability and subjectivity in exams.
Some key advantages of the OSCE include assessing a wide range of clinical skills, producing a valid and reproducible exam, and reducing examiner bias. Potential disadvantages include the effort required to develop stations and the inability to test integrated clinical reasoning. The document provides guidance on organizing, conducting, and adapting OSCEs to evaluate preclinical and paraclinical subjects through objective
This document summarizes assessment methods that have been developed in medical education since the 1950s. It discusses how assessments have shifted from primarily written and oral exams to also include performance-based assessments of clinical skills, communication skills, and professionalism. The document provides examples of different types of performance-based assessments that have been implemented, including standardized patient exams and computer-based simulations. It discusses factors to consider when selecting assessment methods, such as validity, reliability, educational effect, feasibility, and acceptability.
The use of objective structured clinical examinations to assess skills in dev...SHU Learning & Teaching
This document discusses OSCEs (Objective Structured Clinical Examinations) and their use in assessing communication skills. It notes that OSCEs were developed in 1975 to evaluate medical students' clinical skills and have since been shown to reliably assess complex skills in health professions. While checklists are commonly used, more robust assessments incorporate global rating scales reflecting holistic care. The document outlines advantages of OSCEs like objectivity and consistency, as well as disadvantages like stress and high costs. It then provides an example of using OSCEs and lecturers as actors to evaluate nursing students' proficiency in motivational interviewing, noting challenges like reliability and relationship to real practice. The conclusion advocates for diverse assessment methods to comprehen
1) OSCE was introduced in 1975 as a standardized tool to objectively assess clinical competencies such as history taking, physical examination, communication skills, and data interpretation. It consists of stations that evaluate specific competencies using checklists.
2) The article discusses issues with OSCE including concerns about validity, objectivity, reliability, and lack of clear passing standards. It also notes that Indian experiences with OSCE are limited.
3) The authors argue for a cautious approach when considering OSCE as a supplementary assessment tool in India, given the need to address its limitations and sensitize faculty and students. Standard setting and determining minimum passing scores are highlighted as particular challenges.
Objective Structured Clinical Examination (OSCE)Asokan R
The document discusses Objective Structured Clinical Examination (OSCE) which is used to assess clinical competence of students. It involves students demonstrating skills at various stations using standardized patients. The document outlines the history, purpose, planning and administration of OSCEs. It notes the method was developed in the 1970s and is now widely used globally to evaluate skills like history taking, physical exams, and procedures in an objective structured manner.
This document discusses the objective structured clinical examination (OSCE) as a tool for assessing clinical competence. It defines the OSCE as a multidimensional practical exam of clinical skills. The purposes of the OSCE are to identify objective performance criteria for clinical skills, structure these criteria in checklists, and meet accreditation requirements. Examples of skills assessed include history taking, physical exams, clinical problem solving, and procedures. The document also outlines how to organize an OSCE and provides examples of exam stations. Both advantages like reliability and ability to test a wide range of skills as well as disadvantages like time demands are discussed.
The document discusses the Objective Structured Clinical Examination (OSCE), which is a method used to evaluate clinical skills in a standardized way. It defines the OSCE and outlines its purposes, which include measuring clinical skills, promoting structured interactions, and improving objectivity in assessments. The document also describes the key components of an OSCE, such as the skills being evaluated, standardized patients/actors, examiners, examination stations, checklists, and contingencies to handle any issues. Overall, the OSCE aims to objectively evaluate important clinical competencies in a structured and standardized manner.
Advantages and Disadvantages of the Objective Structured Clinical Examination...ijtsrd
This document summarizes a literature review on the advantages and disadvantages of using Objective Structured Clinical Examinations (OSCEs) in nursing education. The review found that OSCEs are an effective way to evaluate students' clinical skills and have grown in use over the last decade. However, OSCEs also have several disadvantages, such as being resource-intensive, expensive, and difficult to implement. While OSCEs provide benefits like objectivity and preparing students for practice, there are obstacles that limit their applicability in some contexts. Overall, the literature indicates that OSCEs are useful for nursing education when implemented appropriately, but other assessment methods may need to be used in combination due to the challenges of OSCEs
Osce revised basic workshop in medical education technologiessatyajit saha
This document discusses the objective structured clinical examination (OSCE) and its use in medical education.
The OSCE breaks clinical skills down into individual components and assesses each component at separate stations over a circuit of rotations. Stations consist of either skills demonstrations with checklists or multiple choice questions. This standardized approach aims to eliminate variability and subjectivity in exams.
Some key advantages of the OSCE include assessing a wide range of clinical skills, producing a valid and reproducible exam, and reducing examiner bias. Potential disadvantages include the effort required to develop stations and the inability to test integrated clinical reasoning. The document provides guidance on organizing, conducting, and adapting OSCEs to evaluate preclinical and paraclinical subjects through objective
This document summarizes assessment methods that have been developed in medical education since the 1950s. It discusses how assessments have shifted from primarily written and oral exams to also include performance-based assessments of clinical skills, communication skills, and professionalism. The document provides examples of different types of performance-based assessments that have been implemented, including standardized patient exams and computer-based simulations. It discusses factors to consider when selecting assessment methods, such as validity, reliability, educational effect, feasibility, and acceptability.
This document provides guidance for conducting an Objective Structured Clinical Examination (OSCE) in nursing. It outlines the objectives, definition, purposes, and arrangement of stations for an OSCE. It describes the different types of stations including cognitive, procedural, interpretive, communication, and viva stations. Examples are provided for each station type along with instructions, scenarios, questions, scoring, and timing. The conclusion emphasizes the need for preparation of materials, separate spaces for examiners, and checklists to effectively conduct the OSCE and assess nursing students' clinical skills and competencies.
This document provides an overview of Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE). It discusses the background, purposes, methodology, advantages and disadvantages of OSCE/OSPE. Key points include that OSCE/OSPE aims to objectively and reliably evaluate clinical skills through structured stations using checklists. Stations typically last 3-10 minutes and assess skills like history taking, physical exams, procedures. OSCE/OSPE provides a standardized way to assess students and has been found to improve evaluation objectivity and student satisfaction compared to traditional exams. Challenges include the significant planning and resources required to implement OSCE/OSPE effectively.
presentation on objective structured clinical examinationManimozhi R
The document discusses the Objective Structured Clinical Examination (OSCE) used to assess clinical skills in health sciences. It provides that OSCEs use standardized patients and checklists to evaluate trainees in a structured manner across stations testing various skills. The document outlines the history, definition, purposes, uses, components, organization, advantages and disadvantages of OSCEs. It notes OSCEs aim to objectively assess clinical competence in a valid and reliable way compared to traditional exams.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) as assessment tools for evaluating clinical skills. It defines OSCE and OSPE, describes their methodology using examples of stations, and discusses their advantages and disadvantages. The document also covers the Semantic Differential Scale used to measure psychological meanings and attitudes towards concepts using bipolar adjective scales. It discusses the history, methodology, usage and factors of the Semantic Differential Scale.
This document provides information about objective structured clinical examinations (OSCEs) and objective structured practical examinations (OSPEs). It defines OSCEs as practical exams that assess clinical skills using standardized patients or models, structured tasks, and detailed checklists. The document outlines the history, purpose, development, administration and advantages/disadvantages of OSCEs. Key steps in preparing an OSCE include defining the purpose of each station, writing instructions, developing checklists, and training standardized patients or examiners. OSCEs aim to objectively and reliably evaluate clinical competencies.
The document describes the components of an Objective Structured Clinical Examination (OSCE). It discusses 8 key components: 1) an examination coordinating committee, 2) an examination coordinator, 3) lists of skills to be assessed, 4) criteria for scoring, 5) examinees, 6) examiners, 7) examination sites, and 8) examination stations. The OSCE assesses clinical competencies through a circuit of 10-15 timed stations using standardized patients and examiners to evaluate skills like history taking, physical exams, and technical procedures.
This document discusses clinical nursing research in India. It begins by stating that in 2012, 55% of nursing practices in the USA were based on research findings, and the ANA predicts this will rise to 90% by 2020. In India, key organizations that support nursing research include the Nursing Research Society of India and the Clinical Nursing Research Society. The document defines clinical nursing research and explains why it is important for evidence-based practice and improving patient outcomes. It also discusses the roles of nurses in clinical research, common research designs, and challenges in conducting this type of research.
The document discusses Objective Structured Practical Examination (OSPE), a type of practical exam used to assess clinical skills. It defines OSPE as an exam that uniformly and objectively tests each component of clinical competence for all students. Key features noted are that it tests both the process and product, uses broad content and objective scoring rubrics. OSPE consists of multiple stations that assess different skills over time periods like 4-15 minutes as students rotate through.
Objective Structured Practical/Clinical ExaminationAmit Newton
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) which are assessment tools used to evaluate clinical and practical skills. OSCE/OSPE involve assessing students through multiple stations that simulate real-life scenarios using standardized patients and checklists. They provide a more objective way to evaluate students' skills compared to traditional exams. The document outlines the development, components, organization, and importance of OSCE/OSPE in assessing various clinical and practical skills in health professional education.
White_Paper_Synthesis of Adaptive Designs in Clinical Trials_May2016.PDFvbartekian
1. The document discusses various types of adaptive designs that can be used in clinical trials, highlighting their advantages and disadvantages for both exploratory and confirmatory phases.
2. Key challenges of adaptive designs include increased operational complexity, concerns about bias and controlling type 1 errors, and difficulties satisfying regulatory authorities due to limited guidance.
3. The document provides tables summarizing different adaptive designs for exploratory and confirmatory phases, noting their appropriateness, benefits, and drawbacks in each trial context.
Chapter 1 ppt eval & testing 4e formatted 01.10 mo edits query comment re...stanbridge
This document discusses assessment and evaluation in nursing education. It covers key topics like the purposes of assessment, principles of assessment, different assessment techniques like tests and measurement, frameworks for assessment like norm-referenced and criterion-referenced, the differences between formative and summative evaluation, developing learning objectives in cognitive, affective, and psychomotor domains, Bloom's taxonomy for classifying learning objectives, and using taxonomies and objectives to design assessments.
Chapter 13 ppt eval & testing 4e formatted 01.10 mo checkedstanbridge
This document discusses clinical evaluation in nursing education. It outlines the outcomes of clinical practice, which include acquiring clinical knowledge and skills, developing clinical judgment, communication skills, and professional values. It also discusses the concepts of clinical evaluation and grading, the purposes of formative and summative evaluation, standards for evaluation, ensuring fairness, managing student stress, providing feedback, and developing clear clinical outcomes and competencies to guide the evaluation process. The goal of clinical evaluation is to assess students' competencies and progress in clinical practice.
This document outlines the steps for critically appraising an article on a systematic review using the Sudan Evidence-Based Medicine Association template. It includes formulating a clinical question using PICO (Patient, Intervention, Comparison, Outcome), outlining the current practice and search strategy, selecting a research article, summarizing the results, and applying an appraisal scheme to assess the relevance, validity, results, and applicability of the study. The template provides guidance on assessing strengths and weaknesses, resolving the original clinical question, and making recommendations.
This document provides information about the ENT/URO/OPTH rotation for third year residents at the UW Fox Valley Family Medicine Residency Program. It outlines the rotation sites, faculty, resident responsibilities, clinical skills and procedures, interpretive skills, and specific knowledge objectives assessed for ENT, urology, and ophthalmology. Residents can expect to spend 12-15 hours per week in clinics and participate in R3 continuity clinic.
Evidence based dentistry strategies for new diagnostic and treatment methodol...devicharan11
Evidence-based dentistry is an approach that requires integrating systematic assessments of scientific evidence about a patient's oral and medical condition with the dentist's expertise and the patient's needs. It follows five steps - asking a question, acquiring evidence, appraising the evidence, analyzing it, and applying it to patient care. Higher levels of evidence come from systematic reviews, meta-analyses, and randomized controlled trials, while lower levels include retrospective cohort studies and case-control studies. The goal is to use the strongest available scientific evidence to guide clinical decision making.
This document discusses adaptive clinical trials. Adaptive trials allow changes to the trial design based on interim data analysis in order to make the trial more efficient. Key aspects that can be adapted include sample size, treatments, endpoints, and eligibility criteria. Adaptive designs are well-suited for exploratory trials aimed at learning, but confirmatory trials require more prior data and safeguards to ensure the trial's integrity and the validity of its conclusions. The FDA has provided guidance on adaptive designs to ensure patient safety and that adaptive trials meet evidentiary standards for approval.
Assessment Methods In Medical EducationNathan Mathis
1) Medical education has progressed with more rigorous and scientific teaching based on sound pedagogical principles like problem-based learning.
2) Assessment methods have also evolved over the past decades to evaluate a wide range of skills beyond just knowledge, like communication, teamwork, and evidence-based care.
3) Valid and reliable assessment is important to provide feedback to students and evaluate competencies required of physicians, and different methods like OSCEs, checklists, and portfolios are used for this purpose.
Introduction of Objective Structured Clinical Examination as assessment tool ...iosrjce
This document describes a study that introduced Objective Structured Clinical Examinations (OSCEs) as an assessment tool in formative examinations for the Dermatology, Venereology and Leprology department at a medical college in India. The study aimed to assess the feasibility and acceptability of OSCEs by students and faculty. Students and faculty were oriented to OSCEs and then 15 stations were used to assess students' clinical skills over 15 days. Feedback found that over 90% of students and faculty found OSCEs acceptable, feasible, improved clinical skills, and were better than conventional assessment methods. The study concluded that introducing OSCEs increased reliable assessment and student confidence in clinical skills.
This document provides guidance for conducting an Objective Structured Clinical Examination (OSCE) in nursing. It outlines the objectives, definition, purposes, and arrangement of stations for an OSCE. It describes the different types of stations including cognitive, procedural, interpretive, communication, and viva stations. Examples are provided for each station type along with instructions, scenarios, questions, scoring, and timing. The conclusion emphasizes the need for preparation of materials, separate spaces for examiners, and checklists to effectively conduct the OSCE and assess nursing students' clinical skills and competencies.
This document provides an overview of Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE). It discusses the background, purposes, methodology, advantages and disadvantages of OSCE/OSPE. Key points include that OSCE/OSPE aims to objectively and reliably evaluate clinical skills through structured stations using checklists. Stations typically last 3-10 minutes and assess skills like history taking, physical exams, procedures. OSCE/OSPE provides a standardized way to assess students and has been found to improve evaluation objectivity and student satisfaction compared to traditional exams. Challenges include the significant planning and resources required to implement OSCE/OSPE effectively.
presentation on objective structured clinical examinationManimozhi R
The document discusses the Objective Structured Clinical Examination (OSCE) used to assess clinical skills in health sciences. It provides that OSCEs use standardized patients and checklists to evaluate trainees in a structured manner across stations testing various skills. The document outlines the history, definition, purposes, uses, components, organization, advantages and disadvantages of OSCEs. It notes OSCEs aim to objectively assess clinical competence in a valid and reliable way compared to traditional exams.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) as assessment tools for evaluating clinical skills. It defines OSCE and OSPE, describes their methodology using examples of stations, and discusses their advantages and disadvantages. The document also covers the Semantic Differential Scale used to measure psychological meanings and attitudes towards concepts using bipolar adjective scales. It discusses the history, methodology, usage and factors of the Semantic Differential Scale.
This document provides information about objective structured clinical examinations (OSCEs) and objective structured practical examinations (OSPEs). It defines OSCEs as practical exams that assess clinical skills using standardized patients or models, structured tasks, and detailed checklists. The document outlines the history, purpose, development, administration and advantages/disadvantages of OSCEs. Key steps in preparing an OSCE include defining the purpose of each station, writing instructions, developing checklists, and training standardized patients or examiners. OSCEs aim to objectively and reliably evaluate clinical competencies.
The document describes the components of an Objective Structured Clinical Examination (OSCE). It discusses 8 key components: 1) an examination coordinating committee, 2) an examination coordinator, 3) lists of skills to be assessed, 4) criteria for scoring, 5) examinees, 6) examiners, 7) examination sites, and 8) examination stations. The OSCE assesses clinical competencies through a circuit of 10-15 timed stations using standardized patients and examiners to evaluate skills like history taking, physical exams, and technical procedures.
This document discusses clinical nursing research in India. It begins by stating that in 2012, 55% of nursing practices in the USA were based on research findings, and the ANA predicts this will rise to 90% by 2020. In India, key organizations that support nursing research include the Nursing Research Society of India and the Clinical Nursing Research Society. The document defines clinical nursing research and explains why it is important for evidence-based practice and improving patient outcomes. It also discusses the roles of nurses in clinical research, common research designs, and challenges in conducting this type of research.
The document discusses Objective Structured Practical Examination (OSPE), a type of practical exam used to assess clinical skills. It defines OSPE as an exam that uniformly and objectively tests each component of clinical competence for all students. Key features noted are that it tests both the process and product, uses broad content and objective scoring rubrics. OSPE consists of multiple stations that assess different skills over time periods like 4-15 minutes as students rotate through.
Objective Structured Practical/Clinical ExaminationAmit Newton
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) which are assessment tools used to evaluate clinical and practical skills. OSCE/OSPE involve assessing students through multiple stations that simulate real-life scenarios using standardized patients and checklists. They provide a more objective way to evaluate students' skills compared to traditional exams. The document outlines the development, components, organization, and importance of OSCE/OSPE in assessing various clinical and practical skills in health professional education.
White_Paper_Synthesis of Adaptive Designs in Clinical Trials_May2016.PDFvbartekian
1. The document discusses various types of adaptive designs that can be used in clinical trials, highlighting their advantages and disadvantages for both exploratory and confirmatory phases.
2. Key challenges of adaptive designs include increased operational complexity, concerns about bias and controlling type 1 errors, and difficulties satisfying regulatory authorities due to limited guidance.
3. The document provides tables summarizing different adaptive designs for exploratory and confirmatory phases, noting their appropriateness, benefits, and drawbacks in each trial context.
Chapter 1 ppt eval & testing 4e formatted 01.10 mo edits query comment re...stanbridge
This document discusses assessment and evaluation in nursing education. It covers key topics like the purposes of assessment, principles of assessment, different assessment techniques like tests and measurement, frameworks for assessment like norm-referenced and criterion-referenced, the differences between formative and summative evaluation, developing learning objectives in cognitive, affective, and psychomotor domains, Bloom's taxonomy for classifying learning objectives, and using taxonomies and objectives to design assessments.
Chapter 13 ppt eval & testing 4e formatted 01.10 mo checkedstanbridge
This document discusses clinical evaluation in nursing education. It outlines the outcomes of clinical practice, which include acquiring clinical knowledge and skills, developing clinical judgment, communication skills, and professional values. It also discusses the concepts of clinical evaluation and grading, the purposes of formative and summative evaluation, standards for evaluation, ensuring fairness, managing student stress, providing feedback, and developing clear clinical outcomes and competencies to guide the evaluation process. The goal of clinical evaluation is to assess students' competencies and progress in clinical practice.
This document outlines the steps for critically appraising an article on a systematic review using the Sudan Evidence-Based Medicine Association template. It includes formulating a clinical question using PICO (Patient, Intervention, Comparison, Outcome), outlining the current practice and search strategy, selecting a research article, summarizing the results, and applying an appraisal scheme to assess the relevance, validity, results, and applicability of the study. The template provides guidance on assessing strengths and weaknesses, resolving the original clinical question, and making recommendations.
This document provides information about the ENT/URO/OPTH rotation for third year residents at the UW Fox Valley Family Medicine Residency Program. It outlines the rotation sites, faculty, resident responsibilities, clinical skills and procedures, interpretive skills, and specific knowledge objectives assessed for ENT, urology, and ophthalmology. Residents can expect to spend 12-15 hours per week in clinics and participate in R3 continuity clinic.
Evidence based dentistry strategies for new diagnostic and treatment methodol...devicharan11
Evidence-based dentistry is an approach that requires integrating systematic assessments of scientific evidence about a patient's oral and medical condition with the dentist's expertise and the patient's needs. It follows five steps - asking a question, acquiring evidence, appraising the evidence, analyzing it, and applying it to patient care. Higher levels of evidence come from systematic reviews, meta-analyses, and randomized controlled trials, while lower levels include retrospective cohort studies and case-control studies. The goal is to use the strongest available scientific evidence to guide clinical decision making.
This document discusses adaptive clinical trials. Adaptive trials allow changes to the trial design based on interim data analysis in order to make the trial more efficient. Key aspects that can be adapted include sample size, treatments, endpoints, and eligibility criteria. Adaptive designs are well-suited for exploratory trials aimed at learning, but confirmatory trials require more prior data and safeguards to ensure the trial's integrity and the validity of its conclusions. The FDA has provided guidance on adaptive designs to ensure patient safety and that adaptive trials meet evidentiary standards for approval.
Assessment Methods In Medical EducationNathan Mathis
1) Medical education has progressed with more rigorous and scientific teaching based on sound pedagogical principles like problem-based learning.
2) Assessment methods have also evolved over the past decades to evaluate a wide range of skills beyond just knowledge, like communication, teamwork, and evidence-based care.
3) Valid and reliable assessment is important to provide feedback to students and evaluate competencies required of physicians, and different methods like OSCEs, checklists, and portfolios are used for this purpose.
Introduction of Objective Structured Clinical Examination as assessment tool ...iosrjce
This document describes a study that introduced Objective Structured Clinical Examinations (OSCEs) as an assessment tool in formative examinations for the Dermatology, Venereology and Leprology department at a medical college in India. The study aimed to assess the feasibility and acceptability of OSCEs by students and faculty. Students and faculty were oriented to OSCEs and then 15 stations were used to assess students' clinical skills over 15 days. Feedback found that over 90% of students and faculty found OSCEs acceptable, feasible, improved clinical skills, and were better than conventional assessment methods. The study concluded that introducing OSCEs increased reliable assessment and student confidence in clinical skills.
The document discusses the Objective Structured Clinical Examination (OSCE), which is used to assess clinical skills in health science students. An OSCE involves students rotating through multiple stations that simulate real-world clinical scenarios, where they demonstrate skills like communication, physical exams, and procedures. Examiners use checklists to score students uniformly on competencies. The OSCE aims to make clinical assessments more objective, structured, and practical compared to traditional exams.
This document summarizes a study that assessed pharmacy students' perceptions of a redesigned Objective Structured Clinical Examination (OSCE) used to evaluate core competency domains outlined by accreditation standards. The exam was administered to second and third year pharmacy students. A survey found most students had positive perceptions but second years were less positive. Many third years did not feel the exam prepared them for advanced pharmacy practice experiences, suggesting curriculum gaps. The OSCE assessed competencies across 11 domains with most stations covering over 75% of domains. Student feedback will be used to improve domain coverage and exam structure in the future.
An Objective Structured Clinical Examination (OSCE) is a standardized way to assess clinical skills and competence through a circuit of short stations involving simulated patients. Candidates are observed and evaluated as they perform tasks like history taking, physical exams, and treatments. OSCEs aim to be objective by using standardized patients, questions, marking schemes, and timings at each station to reduce variability between candidates. They provide a comprehensive evaluation of a wide range of clinical skills across different specialties through an integrated assessment of both skills and theoretical knowledge.
Objective Structured Clinical Examination (OSCE) assesses clinical skills through multiple stations evaluating tasks like history taking and physical examinations using standardized patients and scoring rubrics. Mini-Clinical Evaluation Exercise (Mini-CEX) directly observes clinical encounters and assesses competencies like medical interviewing and clinical judgment. Direct Observation of Procedural Skills (DOPS) evaluates technical and interpersonal skills during medical procedures. Formative workplace-based assessments like these provide better measures of clinical competence compared to summative exams.
The document discusses various methods for assessing learners, including formative and summative assessments, and highlights the importance of balancing reliability, validity, cost and authenticity when selecting assessment tools. It compares methods for assessing different domains like knowledge, skills, problem-solving and attitudes. Taxonomies are useful for classifying learning objectives and selecting appropriate assessment methods matched to the level of learning.
This document discusses assessment methods in medical education. It defines competence as the habitual use of skills like communication, knowledge, reasoning, and reflection to benefit patients. Competence is developmental, contextual, and content-specific. Assessment goals are to guide learning, protect the public, and select trainees. Common assessment methods include written exams, direct observation, simulation, and multisource feedback. Each method has strengths and limitations, so using multiple methods over time provides a better evaluation.
This document describes a case study that evaluated the use of qualitative research criteria as an alternative to reliability measures for portfolio assessment. The researchers implemented strategies to improve the credibility and dependability of portfolio assessment, including prolonged engagement between mentors and students, member checking between mentors and students, triangulation of information from different sources, establishing an audit trail of the assessment process, and conducting dependability audits with external reviewers. The results showed disagreement on only a small number of portfolios. The researchers concluded that using qualitative research criteria can help safeguard the characteristics of portfolio assessment while building credibility and dependability into the judgement process. Further research with different assessment committees was suggested.
You will be asked or may volunteer to participate in developing standardized tests for nursing. Standardized tests are commonly used in nursing education but have faced scrutiny regarding their validity and appropriateness. Two common standardized tests used in nursing are the ATI and NCLEX exams.
Evidence-based applicability in clinical settingElhadi Miskeen
This document discusses the concept and application of evidence-based medicine (EBM). It begins by defining EBM as the integration of best research evidence, clinical expertise, and patient values. It then outlines the five steps of EBM: 1) formulating an answerable clinical question, 2) finding relevant evidence, 3) appraising the evidence critically, 4) applying the evidence to practice, and 5) evaluating performance. The document provides examples of formulating questions in PICO format and searching strategies. It also discusses study designs and hierarchies of evidence, emphasizing that randomized controlled trials provide the strongest evidence when evaluating interventions. The goal of EBM is to improve healthcare quality by incorporating valid and applicable research findings.
Assessment techniques, etiquette, ways and how to do it in home business rtfcccvvvvvv and ghhh to the open position for new teachers in the school and school 🚸 and I have been working on 3 4 for a long time and I am very proud of them when I
This document discusses standardized and non-standardized tests. Standardized tests are administered and scored in a consistent manner to all test takers. They are developed by test specialists and allow for comparison of performance between individuals. Non-standardized tests focus on a student's attainment at a point in time and are often teacher-made. The document outlines key characteristics of good tests such as reliability, validity, cost, time, acceptability, objectivity, and usability. It also discusses norms, which provide a standard of comparison for test results.
- Standardized tests are formal assessments administered under standardized conditions to large groups of students. They provide norm-referenced scores allowing comparison between students. Teacher-made tests are informal classroom assessments created by teachers.
- Standardized tests have established reliability and validity ensured through rigorous test construction procedures. Teacher tests may vary in reliability and validity.
- Standardized test results provide information on student achievement compared to peers. Teacher tests provide information on mastery of specific classroom content.
The document discusses changes in medical student assessments over the past 50 years from traditional written exams to more comprehensive evaluations of knowledge, skills, and attitudes. It describes current assessment strategies like problem-based learning and standardized patients that evaluate students in multiple settings. The document then focuses on Objective Structured Clinical Examinations (OSCEs) which have been adopted in many countries. OSCEs involve students rotating through stations to demonstrate clinical and communication skills with standardized patients within a set time limit. Preparing for OSCEs requires repetitive practice of a systematic approach to patient encounters. While challenging to implement, OSCEs can provide fair and standardized assessments if properly planned and coordinated.
The document discusses key qualities of measurement devices: validity, reliability, practicality, and backwash effect. It defines each quality and provides examples. Validity refers to what a test measures, and includes content, construct, criterion-related, concurrent, and predictive validity. Reliability is how consistent measurements are, including equivalency, stability, internal, and inter-rater reliability. Practicality means a test is easy to construct, administer, score and interpret. Backwash effect is a test's influence on teaching and learning.
Research critique for published journal.kindly support and do correction if so.
Writing a Critique
describe: give the reader a sense of the writer's overall purpose and intent.
analyze: examine how the structure and language of the text convey its meaning.
interpret: state the significance or importance of each part of the text.
assess: make a judgment of the work's worth or value.
Similar to Assessment of-clinical-competence-wass-van-der-vleuten-shatzer-jones (20)
Paradigmas e tendencias do ensino universitario Mendonca/Lelis/Cotta/CarvalhoJr.PROIDDBahiana
O documento discute os paradigmas e tendências do ensino universitário atual, apontando estratégias de formação docente. Utilizou pesquisa-ação para avaliar capacitações docentes para tutoria em disciplina semipresencial. Os resultados apontaram insatisfação com o modelo tradicional de ensino e importância de professores estarem abertos à inovação, com processos inovadores de ensino sendo estratégia importante para mudança de paradigma educacional.
O documento fornece instruções sobre o uso do portal do professor, incluindo como observar o status do plano de ensino, preencher e atualizar o plano de ensino, importar planos de ensino e aulas, gerenciar frequências e notas dos alunos, e enviar recados.
The document provides an overview of the Bahiana School of Medicine and Public Health (EBMSP), including its founding in 1952, current academic units and courses, leadership structure, and student support services like medical clinics and psychology services. It introduces the mission, vision, and values of EBMSP and discusses strategies around organizational competencies, benefits, and occupational health and safety programs.
O documento fornece um resumo da Bahiana, uma instituição de ensino fundada em 1952. A Bahiana atualmente possui três unidades acadêmicas e aproximadamente 1.300 colaboradores. O documento também lista as lideranças e coordenadores da Bahiana, além de descrever brevemente os serviços e benefícios oferecidos aos funcionários.
Este documento apresenta um código de programação. Contém informações sobre a versão do código, que está na versão 00, indicando que é a primeira versão lançada.
O planejamento-como-necessidade-avaliacao-docentePROIDDBahiana
O documento discute a importância do planejamento docente no ensino superior, definindo-o como uma organização sistemática e sequenciada das ações necessárias para o processo de ensino-aprendizagem. O texto explica que o planejamento inclui planos de ensino, com detalhes sobre disciplinas, objetivos, conteúdos e metodologias, e planos de aula, elaborados pelo professor. Além disso, discute estratégias metodológicas ativas que podem ser usadas para engajar os alunos, como debates, projetos em grupo e
O documento discute os elementos essenciais de um plano de ensino, incluindo o plano de ensino em si, a ementa, competências, metodologia, avaliação da aprendizagem, recursos didáticos e referências bibliográficas. É mediado por Gidélia Alencar e Lígia Vilas Bôas.
O Núcleo de Supervisão Acadêmico-Pedagógica (NUSP) da Bahiana foi criado em 2013 para contribuir com as práticas de ensino e aprendizagem e o projeto político-pedagógico institucional. O conceito surgiu inicialmente em 2001 para apoiar docentes e alunos de Medicina, e foi expandido para outros cursos em 2009. Atualmente, o NUSP planeja e avalia processos de ensino/aprendizagem usando metodologias ativas e instrumentos de avaliação.
O documento discute a avaliação da aprendizagem, incluindo os propósitos da avaliação, o que deve ser avaliado, quem deve avaliar e como avaliar. Ele fornece exemplos de estratégias de avaliação do trabalho do professor e formas de apoiar a aprendizagem dos alunos.
Este documento fornece recomendações técnicas para a elaboração de questões de avaliação. Ele discute a importância da avaliação para o processo de ensino-aprendizagem e fornece diretrizes para a construção de questões objetivas e subjetivas, incluindo os tipos de questões, critérios de elaboração e organização.
Este documento fornece instruções sobre como realizar o cadastro e submissão de projetos de pesquisa envolvendo seres humanos na Plataforma Brasil. Explica os passos para criar uma conta, preencher as informações sobre o projeto como objetivos, metodologia e riscos, e anexar os documentos necessários para a avaliação do Comitê de Ética em Pesquisa.
O documento fornece instruções sobre como preencher o currículo Lattes. Explica que o Lattes é um sistema de informação curricular usado no Brasil e deve ser preenchido por pesquisadores, estudantes e outros atores do sistema de ciência e tecnologia. Detalha os passos para criar um currículo Lattes online, incluindo informações pessoais, formação, experiência profissional, produção acadêmica e orientações.
The document discusses the use of simulated patients and objective structured clinical examinations (OSCEs) in medical education. Some key points:
1) Simulated patients have been used in medical education for over 30 years to teach communication skills, clinical skills, monitor doctor performance, and for use in clinical examinations.
2) OSCEs were first described in 1979 as a timed examination where students interact with simulated patients to assess history taking, physical exams, counseling, and patient management. OSCEs have been shown to be reliable and valid forms of assessment.
3) The use of OSCEs is now widespread in undergraduate and postgraduate medical examinations in the UK and other countries. Several medical licensing bodies incorporate OS
Este documento discute as distorções comuns no processo tutorial da aprendizagem baseada em problemas e fornece sugestões para melhorar a qualidade das tutorias. Algumas das distorções comuns incluem a falta de análise adequada dos problemas, discussões que não integram aspectos biológicos, psicológicos e sociais, e questões de aprendizagem formuladas de forma inadequada. Os autores argumentam que uma melhor compreensão do modelo pedagógico pode ajudar tutores e estudantes a superar inseguranças e conduzir tutorias
El documento trata sobre V. de Gowin. En pocas palabras, el documento se refiere a una persona llamada V. de Gowin, pero no proporciona ningún otro detalle sobre quién es esta persona o sobre qué trata específicamente el documento.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.