This document discusses the use of Objective Structured Clinical Examinations (OSCEs) in education. OSCEs aim to objectively assess students' demonstration of clinical skills and application of professional knowledge through a series of simulated scenarios. The document outlines the key components of OSCEs, including that they assess interpersonal skills, empathy, clinical reasoning and safe practice. Both the advantages and disadvantages of OSCEs are presented, such as their ability to evaluate a wide range of skills but also their resource intensiveness. Recommendations for ensuring quality in OSCE implementation include involving service users, using standardized patients, and providing students with practice and feedback opportunities.
What is good assessment? It should be fair, reliable, reproducible, it should also provide learners with a good opportunity to demonstrate their learning, and also dissuade them from plagiarism.
Ann Wilson presents a strategy for developing good assessment across a course or programme and identify the assessment strategies used in courses and what the opportunities are for improvement. By the end of the session you will be able to identify the components of a good assessment strategy and have some useful ideas for improving your own assessments.
What is good assessment? It should be fair, reliable, reproducible, it should also provide learners with a good opportunity to demonstrate their learning, and also dissuade them from plagiarism.
Ann Wilson presents a strategy for developing good assessment across a course or programme and identify the assessment strategies used in courses and what the opportunities are for improvement. By the end of the session you will be able to identify the components of a good assessment strategy and have some useful ideas for improving your own assessments.
A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.
Every school, college or university ought to have an evaluation program for the purpose of maximizing the effectiveness of instruction.
The head of the institution should take the initiative in organizing one. But there should be a committee to take charge of the evaluation activities.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Creative approaches to curriculum design in networked spaces. Keynote given by Helen Keegan at Middlesex University's Annual Learning and Teaching Conference 2014.
A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.
Every school, college or university ought to have an evaluation program for the purpose of maximizing the effectiveness of instruction.
The head of the institution should take the initiative in organizing one. But there should be a committee to take charge of the evaluation activities.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Creative approaches to curriculum design in networked spaces. Keynote given by Helen Keegan at Middlesex University's Annual Learning and Teaching Conference 2014.
Katie Pawloski, Professor
Dr. Pasquale Iemma, Adjunct Lecturer
Kellany Cadogan Noland, DrPH(c), MSN, RN
Marie L. Lumbart, MSN, ARNP-C, FNP, CCRN | all Utica College – ABSN Program
Wendy Moore | Orbis Education
TEAM PRESENTATION: Creating a Low Cost Obstetric Clinical Immersion Simulation for Medical and Nursing Students
This presentation is designed to provide application level exposure to essential perinatal concepts that are often not available through traditional clinical exposure. The session features two phases of activities used in student training.
Phase One:
Focused contextualized skill stations utilizing leading-edge simulation skills using state-of-the-art computerized manikins (Human Patient Simulators, or HPS) and patient actors, also known as standardized patients (SP).
Phase Two:
Students are exposed to a multistage unfolding patient care simulation that required application of the phase one skills within the evolving scenario.
Evaluating the quality of quality improvement training in healthcareDaniel McLinden
Quality Improvement (QI)in healthcare is an increasingly important approach to improving health outcomes, improving system performance and improving safety for patients. Effectively implementing QI methods requires knowledge of methods for the design and execution of QI projects. Given that this capability is not yet widespread in healthcare, training programs have emerged to develop these skills in the healthcare workforce. In spite of the growth of training programs, limited evidence exists about the merit and worth of these programs. We report here on a multi-year, multi-method evaluation of a QI training program at a large Midwestern academic medical center. Our methodology will demonstrate an approach to organizing a large scale training evaluation. Our results will provide best available evidence for features of the intervention, outcomes and the contextual features that enhance or limit efficacy.
Beyond Access and Skills: From Moodle Evaluation to Digital Literacies in Sit...mdxaltc
A presentation given by Tarek Zoubir, Phil Barter and Kirsteen Macdonald at the Academic Practice and Technology Conference 2015 themed 'Flipping the Institution: Higher Education in the Post Digital Age' co-hosted by the University of Greenwich and the London School of Economics.
Dr Carole Davis et al present how Graduate Academic Assistants are altering the learning experience of Education Studies with students through assessment literacy
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Don't tell me show me ! - Lambert, Foley, Moore and Hinds
1. 'Don't tell me, Show me ! :
Using OSCE's in Education'
Nicky Lambert, Laura Foley, Tina Moore & Marion Hinds
2. OSCE’s: Objective Structured Clinical Examinations
Human Skills
Professional Knowledge
and Skills
• INTERPERSONAL SKILLS,
EMPATHY, RESPECT, KINDNESS,
COMPASSION, CARE.
• RECOVERY FOCUS, MENTAL
HEALTH KNOWLEDGE, SOUND
EVIDENCE BASE, SAFETY, RISK
ASSESSMENT, CASE
FORMULATION, CLINICAL
REASONING, IN MENTAL
HEALTH
Integration and Application of Skills and Knowledge,
to Result in Safe, Compassionate, Practice for
Satisfied Service Users and Stakeholders.
Objective measurement: all students have a similar
assessment experience.
Structured: specific tasks are assessed and they are
organised to draw on information from a wide range of the
curriculum.
Clinical Examination: students’ demonstrate specific skills
and safe practice within an allocated time span, often in
response to a simulated clinical scenario.
OSCE’s are marked according to transparent criteria and are
designed to allow the evaluation of clinical and theoretical
knowledge and professional skills.
3. Pro’s & Con’s• High ‘face validity’ for
practitioners
• Correlation for grades achieved
in practice areas & ‘balances out’
practice experiences
• Addresses public concerns
around compassion and safety
• Students positive - more
egalitarian form of assessment
• Allow students to distinguish
their higher order skills such as
problem solving, critical thinking
and demonstrate professional
behaviours.
• Resource intensive.
• Needs planning &
structure.
• OSCE’s can isolate
skills which need to
be practiced as a
whole in order to
be clinically
relevant.
• Stress and anxiety
in OSCE
participants
4. Ensuring Quality
Structure
Clear, relevant to practice, linked
to curriculum.
Service User
Involvement
Get input from the experts!
Marking Rubric
Checklist and Global, pass/fail
criteria.
Standardised Patient
Standardise guidance for
assessors.
Rehearsal
Practice run, clarity around
process and procedure.
Feed forward
Debrief + reflection, consider peer
evaluation.
Quality
Ongoing process: revision,
evaluation + improvement.
7. • Introduce students to this mode of examination in yr 1.
• Assessors to have a overview of all content in all modules.
• Criteria reflecting expected content and levels.
• Guidance in terms of the amount and type of
‘encouragement’ given to students during assessment .
• Structured Induction & support for new members.
• Database of clinicians.
• Recordings in viva’s – moderation and feedback.
• Promotional video/use of periodic video recordings.
• Simulation of the event: using mock viva’s with peer
feedback
• Clear guidelines in module handbook
• Code of behaviour for assessors
Recommendations
8. Marion – Use of OSCE’s
• Rationale for OSCE
• Year 3 OSCE – a variation on the
traditional theme
• Assessment Criteria
• Preliminary Student Evaluation
9. Tina –use of OSCE’s
• Rationale for OSCE
• Skills station V Scenario
• Preparation of students
• VOSCE
• Use of additional aids
• Assessment criteria
10. Group Exercise
• ‘Would Osce’s enhance your student’s
interpersonal skills and Employability?’
• ‘Do you think OSCEs are valid to assess skills and
competences in your field?’
• ‘Do OSCE’s advantage students who are less
academic, and is this fair?’
• How could your field use or adapt the OSCE
process to assess your Students ?’
• ‘Do OSCE’s offer any advantages/disadvantages
to your current form of academic assessment?’
11. References
• El-Khoury LH, Saab B, Musharrafieh U, Antoun J. Impact of a 3-day OSCE
workshop on Iraqi physicians. Fam Med. 2012;44:627–32.
• Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of
clinical competence using objective structured examination. Br Med J.
1975;1:44751.
• Khan, K. Z., Gaunt, K., Ramachandran, S., & Pushkar, P. (2013b). The
Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81.
Part II: Organisation & Administration. Medical Teacher 35(9), e1447-
e1463.
• Lambert, N.A and Watkins, L. (2013). "Meet Mohammed : Using
Simulation and Technology to support Learning", The Journal of Mental
Health Training, Education and Practice 8 (2) 66-75.
• Nestel, D., Kneebone, R., Nolan, C., Akhtar, K., & Darzi, A. (2011).
Formative assessment of procedural skills: students’ responses to the
OSCE and the Integrated Performance Procedural Instrument.
Assessment & Evaluation in Higher Education 36(2), 171-183.
• Parish SJ, Ramaswamy M, Stein MR, Kachur EK, Arnsten JH. Teaching
about Substance Abuse with Objective Structured Clinical Exams. J Gen
Intern Med. 2006;21:453–9.
• Watson AR, Houston IB, Close GC. Evaluation of an objective structured
clinical examination. Arch Dis Child. 1982;57:390–2.
Any Questions?
Editor's Notes
Structure: The LO’s derive from the curriculum and the assessment should fit the purpose (Setna et al 2010). I
t should be valid and encourage student engagement with learning. Simulations that feel authentic and follow real life processes are more successful and the complexity should be appropriate for the learner’s level of experience (Byrne and Smyth, 2007). A structured reflection on formative OSCE’s and feed-forward identifying strengths and potential improvement support increased confidence and better performance (Taylor and Green, 2013).
Service user involvement: The Preregistration Standards for Nurse Education (NMC, 2010) require clear demonstration of service user and carer expertise in programme delivery and design. Speers et al (2007) found that while service users were enthusiastic over the value of their input in practice assessment; nurses were more reserved in this. The value of input in increasing validity was also highlighted, and viewed as being in line with the move to increased collaboration and involvement.
Kurz et al (2009) highlighted barriers to objective evaluation when including real patients. However, developing standardised patient scenarios with service users who will be participating in the OSCE takes experience into consideration, while also helping familiarisation with the scenario. This is also advantageous to the development of grading criteria and approach to marking, taking into consideration service user opinion on importance of particular skills attitudes and behaviours.
Marking: Traditional clinical evaluation can be marked by subjectivity (Kelim et al, 2012) and although OSCE’s offer the potential for a structured approach and can address anxiety over grade inflation, mock assessments can reveal issues with marking rubrics and the process of grading itself. Rehearsal followed by discussion can strengthen marking criteria; for example it is important to agree what cues can be provided by assessors at each station, and Brannick et al (2011) highlight the importance of establishing a framework for rating communications skills. Checklists are useful in establishing safe practice and determining a pass mark (Rushforth, 2006) however Bondy’s (1983) seminal work allows for a differentiation of student performance. Barry et al (2012) recommend a combination of checklists and global rating scales give a more complete picture and aid constructive feedback.
The Standardised patient (SP): This is a technical term to ensure parity of assessment experience, there is no agreement around the length and type of training SPs should have before an OSCE (McWilliam and Botwinski, 2012).
MacDonald (2004) recommends a minimum of 10 hours of training per scenario however observation of the level of accuracy in performance over a number of encounters with students can offer a measure of reliability (Adamo, 2003).
Rehearsal: Byrne and Smyth (2007) emphasise preparation and planning, especially with larger cohorts as timings and systems often need revising. Practice runs can reduce strain on assessor’s role and they built in breaks every 2 hrs and swapped roles because of strain, promoting inter-rater reliability. Rehearsal allows examiners to develop expertise and clarity around purpose and process. Assessors must be clear about the rationale and process of OSCE’s, they should understand the scoring rubric, giving positive feedback, confidentiality and the management of safety issues (Khan et al, 2013b).
Quality as an ongoing process: Barry et al (2013) held a quality review of their OSCE process with their external reviewer and a lecturer from another field which led to a strengthening of marking criteria and inter-marker consistency which improved their reliability. It also exposed issues with the teaching of communication, with observation it was apparent that students followed process but the type and nature of interactions for example, the process of gaining consent etc needed to be revisited. It is beneficial to consider OSCE’s as a work in process subject to continued revision, evaluation and improvement.
Clear agreed criteria reflecting expected content and levels (to include knowledge, skill, attitude, professional behaviour)
Clear guidance in terms of the amount and type of ‘encouragement’ given to students during assessment
Structured Induction/support programme for new members
Data base of clinicians (updates)
Use of recordings in viva’s – moderation and feedback
Promotional video/use of periodic video recordings
Simulation of the event - use of mock viva’s with peer feedback
Clear guidelines in module handbook
Code of behaviour for lecturers
