This document describes a study that introduced an OSCE (Objective Structured Clinical Examination) to assess clinical skills of medical students at a traditional Brazilian medical school. Some key findings:
- Students were generally comfortable with the exam structure but nearly half criticized organization aspects in the first year. Most also reported difficulties with time management and stress. Improvements reduced criticism but time and stress issues remained.
- Faculty acknowledged OSCE accuracy but felt it did not assess integrated patient care and was very time-consuming to organize. The educational impact was limited since other faculty did not engage with the results.
- While the OSCE revealed student performance and teaching effectiveness, cultural aspects and lack of support precluded its permanent
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 using item analysis to improve the reliability of an internal medicine undergraduate OSCE (objective structured clinical examination). The researchers performed a generalizability study and item analysis on OSCE scores from 8 cohorts of medical students totaling 435 students. They found the median reliability (G-coefficient) was 0.62. Item analysis identified a median of 3.5 "problem stations" per OSCE that negatively impacted reliability. When these stations were removed, the median G-coefficient increased to 0.72, demonstrating item analysis can help identify and remove poor quality stations to improve an OSCE's reliability.
MEDICAL STUDENT RESEARCH: AN INTEGRATED MIXED-METHODS SYSTEMATIC REVIEW AND M...Ahmed Elfaitury
- Medical student participation in research can improve physician-scientist numbers and positively impact students' careers and academic success.
- Students engaged in research through electives, curricula, extracurricular activities, or intercalated degrees. Previous research experience and academic success increased interest in research careers.
- Student research commonly resulted in publications and predicted long-term success in academia. It could also influence specialty choice.
- Early exposure, mentorship, and overcoming financial barriers were important factors in supporting student research. Developing countries faced additional challenges but students there expressed high research interest.
The role of three-dimensional printed models of skull in anatomy education: a...Ahmed Elfaitury
This study evaluated the effectiveness of using 3D printed skull models compared to cadaver skulls and anatomical atlases in anatomy education. 120 medical students were randomly assigned to three groups that studied basicranial anatomy using one of the three methods. Students who used 3D printed skulls scored higher on structure recognition tests compared to the other two groups. They also reported a more positive learning experience based on subjective evaluations. While more research is still needed, the study provides preliminary evidence that 3D printed models may facilitate learning anatomy more effectively than cadavers or atlases.
ULTRASOUND BASED TEACHING OF CARDIAC ANATOMY AND PHYSIOLOGY TO UNDERGRADUATE...Ahmed Elfaitury
The document describes a study that introduced an ultrasound-based course to teach cardiac anatomy and physiology to 348 second-year medical students. Students and teachers provided feedback on the course. Students reported improved understanding of anatomy (85%) and physiology (74%) and most preferred using the ultrasound machine themselves. Teachers also reported positive feedback and interest from students. The study concluded ultrasound can enhance motivation for learning and subjective evaluations were positive, though more objective studies are still needed. Additional studies discussed confirmed ultrasound-based teaching does not negatively impact learning and its expansion to more years of medical education.
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.
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.
Interactive Spaced-Education (ISE) to teach the Physical examination: a rand...Ahmed Elfaitury
This study investigated the efficacy of Interactive Spaced Education (ISE) for teaching physical examination skills to medical students. 170 second-year students were randomly assigned to receive ISE via daily emails over 3 cycles or act as a control. ISE combined spaced repetition with self-testing. Students receiving ISE showed an average retention improvement of 7.9% after the first cycle and 74.4% after the third cycle compared to controls. Students found ISE to be an effective and acceptable learning method and recommended continuing the program. However, the study was limited by being conducted at a single institution and only assessing physical exam knowledge rather than skills.
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 using item analysis to improve the reliability of an internal medicine undergraduate OSCE (objective structured clinical examination). The researchers performed a generalizability study and item analysis on OSCE scores from 8 cohorts of medical students totaling 435 students. They found the median reliability (G-coefficient) was 0.62. Item analysis identified a median of 3.5 "problem stations" per OSCE that negatively impacted reliability. When these stations were removed, the median G-coefficient increased to 0.72, demonstrating item analysis can help identify and remove poor quality stations to improve an OSCE's reliability.
MEDICAL STUDENT RESEARCH: AN INTEGRATED MIXED-METHODS SYSTEMATIC REVIEW AND M...Ahmed Elfaitury
- Medical student participation in research can improve physician-scientist numbers and positively impact students' careers and academic success.
- Students engaged in research through electives, curricula, extracurricular activities, or intercalated degrees. Previous research experience and academic success increased interest in research careers.
- Student research commonly resulted in publications and predicted long-term success in academia. It could also influence specialty choice.
- Early exposure, mentorship, and overcoming financial barriers were important factors in supporting student research. Developing countries faced additional challenges but students there expressed high research interest.
The role of three-dimensional printed models of skull in anatomy education: a...Ahmed Elfaitury
This study evaluated the effectiveness of using 3D printed skull models compared to cadaver skulls and anatomical atlases in anatomy education. 120 medical students were randomly assigned to three groups that studied basicranial anatomy using one of the three methods. Students who used 3D printed skulls scored higher on structure recognition tests compared to the other two groups. They also reported a more positive learning experience based on subjective evaluations. While more research is still needed, the study provides preliminary evidence that 3D printed models may facilitate learning anatomy more effectively than cadavers or atlases.
ULTRASOUND BASED TEACHING OF CARDIAC ANATOMY AND PHYSIOLOGY TO UNDERGRADUATE...Ahmed Elfaitury
The document describes a study that introduced an ultrasound-based course to teach cardiac anatomy and physiology to 348 second-year medical students. Students and teachers provided feedback on the course. Students reported improved understanding of anatomy (85%) and physiology (74%) and most preferred using the ultrasound machine themselves. Teachers also reported positive feedback and interest from students. The study concluded ultrasound can enhance motivation for learning and subjective evaluations were positive, though more objective studies are still needed. Additional studies discussed confirmed ultrasound-based teaching does not negatively impact learning and its expansion to more years of medical education.
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.
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.
Interactive Spaced-Education (ISE) to teach the Physical examination: a rand...Ahmed Elfaitury
This study investigated the efficacy of Interactive Spaced Education (ISE) for teaching physical examination skills to medical students. 170 second-year students were randomly assigned to receive ISE via daily emails over 3 cycles or act as a control. ISE combined spaced repetition with self-testing. Students receiving ISE showed an average retention improvement of 7.9% after the first cycle and 74.4% after the third cycle compared to controls. Students found ISE to be an effective and acceptable learning method and recommended continuing the program. However, the study was limited by being conducted at a single institution and only assessing physical exam knowledge rather than skills.
A PORTAL INTO THE CULTURE OF BIOMEDICAL RESEARCH FOR JUNIOR MEDICAL STUDENTS ...Ahmed Elfaitury
1. The document describes a Research-Oriented Series (ROS) program developed at Alfaisal University in Saudi Arabia to improve research skills among junior medical students.
2. The ROS program consisted of 8 sessions covering various research topics and was evaluated based on a survey of 63 students who participated.
3. Results found that the ROS significantly improved students' research knowledge, skills, and confidence, especially among male students, with no difference based on GPA. The program helped strengthen connections between students and research mentors.
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
A SYSTEMATIC REVIEW OF THE RELIABILITY OF OBJECTIVE STRUCTURED CLINICAL EXAM...Ahmed Elfaitury
This document outlines a presentation on a systematic review of the reliability of Objective Structured Clinical Examination (OSCE) scores. The study analyzed reliability coefficients from 64 studies to determine average reliability and factors influencing reliability. The results showed that reliability was better with more examination stations and raters. Clinical skills were more reliably evaluated than communication skills. Reliability across stations was on average 0.66 while reliability across items was 0.78. Key factors found to influence reliability included exam content, number of raters, scale format, and examiner type. The study concluded that overall OSCE scores have moderate reliability and more complete reporting is needed to identify additional influencing factors.
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.
Vietnamese nursing students’ perceptions of their clinical learning environme...nataliej4
This document presents a thesis that investigated Vietnamese nursing students' perceptions of their clinical learning environment. The study aimed to translate and validate a clinical learning environment inventory for use in Vietnam. It conducted a two-phase study - the first involved translating and validating the inventory, while the second administered the translated inventory to 209 nursing students to understand their perceptions and examine the instrument's psychometric properties. The results found the translated inventory was not a valid or reliable measure for the Vietnamese context. However, it provided some initial insights into factors influencing students' perceptions, such as clinical location and timeframe. The study recommends further modifications to develop a valid instrument for Vietnam and identifies improvements to clinical learning environments.
1) The study assessed the effectiveness of a structured teaching program on patients' knowledge of prophylactic measures to prevent deep vein thrombosis.
2) Most patients had inadequate knowledge before the program, but after receiving the teaching, 92% had adequate knowledge.
3) The mean post-test knowledge score was significantly higher than the pre-test score, showing the teaching program improved patients' understanding of how to prevent deep vein thrombosis.
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.
This study assessed burnout levels among staff nurses working in an intensive care unit (ICU) at a tertiary hospital in Chennai, India. Rates of stress and burnout are higher for nurses compared to other healthcare professionals, with about 40% of hospital nurses experiencing burnout. The study aimed to assess burnout levels among ICU nurses using a rating scale. A sample of 30 nurses working in the ICU of Chettinad Super Specialty Hospital were selected using purposive sampling. Results found that 48% of nurses had inadequate knowledge of burnout in the pre-test, which decreased to 30% with moderate knowledge in the post-test after the study intervention. Educational qualification and years of experience in the ICU
This document describes a study that assessed the effectiveness of a structured teaching program on knowledge of reinfarction prevention among myocardial infarction patients. It found that the teaching program significantly increased patients' knowledge based on pre- and post-test scores. The only demographic variable associated with post-test knowledge was educational qualification. The study concluded the teaching program was effective in improving knowledge of reinfarction prevention.
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 summarizes a study analyzing the effectiveness of changes made to anatomy dissections and teaching methods over three years. Student performance on practical exams was compared between cohorts from 2011 to 2013. Changes implemented included moving dissections earlier, digital materials, pre-dissection lectures, and weekly online quizzes for the 2013 cohort. Results found the 2012 and 2013 cohorts performed better than 2011, but there was no significant difference between the last two cohorts. Student feedback indicated dissections were effective and preferred methods included pre-lectures and digital/hard copy materials. The author concludes timing changes and additional assessment did not distinctly improve the 2013 cohort's performance.
Computer based assessment of clinical reasoning (Heidelberg 2012)Mathijs Doets
This document summarizes a project between 3 Dutch medical schools to develop computer-based assessments of clinical reasoning. The project aims to reduce workload for teachers while improving assessment quality. Literature identified Extended Matching Questions and Comprehensive Integrative Puzzles as suitable formats. Teachers were trained on question development. A prototype system was piloted with positive feedback. Future work includes developing more questions and implementing assessments in curricula.
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.
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
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.
Universal Assessment Challenges in Health Care Related EducationExamSoft
This document provides an overview of a webinar presentation on universal assessment challenges in healthcare related education. It discusses establishing context through both external drivers like accreditation standards, and internal drivers from various stakeholder perspectives. It then covers specific challenges around capturing assessment data through coding test items and curriculum mapping, as well as analyzing the data through learning analytics to inform curriculum and instruction improvements.
Differences in First and Fourth Year Medical Students' Attitudes Towards Purs...Monica Hagan Vetter
Cross-sectional study of first and fourth year medical students regarding their consideration of going into academic medicine with pilot data as presented at the 2013 Southern Group on Education Affairs meeting in Savannah, GA on April 19, 2013.
This document discusses the development of a questionnaire to identify common errors made by audiology students during clinical training. The questionnaire covers 8 areas of routine audiology assessments. Student errors will be categorized based on feedback from audiology preceptors. Identifying these common errors will help in developing formative feedback modules for a new high-fidelity simulated learning environment in audiology education. Future work includes validating the questionnaire, identifying the most common errors, and integrating them into the simulated learning environment training.
The document discusses options to change the medical school grading system from Honours/Pass/Fail to Credit/No Credit. It notes that focus groups and surveys show strong student support for reviewing the grading system. The referendum questions ask students if they feel informed enough to vote, and if they support replacing H/P/F with Credit/No Credit. A minimum response rate of 80% is required for years 1&2 and 60% for years 3&4. If more than 20% feel uninformed in any class, the vote will be postponed. The document discusses arguments for and against each grading system in relation to student stress, clinical assessments, post-graduate selection, and patient safety.
Yisehak Tura was evaluated by 17 nursing students on his effectiveness as a clinical instructor. Most students rated him very highly, giving him a score of 6 out of 6 on most measures. Specifically, 13-14 students rated him as very good at encouraging participation, applying knowledge, facilitating learning, and developing relationships. He received slightly lower ratings, though still mostly positive, on providing feedback on strengths and weaknesses. Overall, 13 students rated his teaching effectiveness as very good. The evaluation assessed his performance on 9 measures through an anonymous survey.
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.
A PORTAL INTO THE CULTURE OF BIOMEDICAL RESEARCH FOR JUNIOR MEDICAL STUDENTS ...Ahmed Elfaitury
1. The document describes a Research-Oriented Series (ROS) program developed at Alfaisal University in Saudi Arabia to improve research skills among junior medical students.
2. The ROS program consisted of 8 sessions covering various research topics and was evaluated based on a survey of 63 students who participated.
3. Results found that the ROS significantly improved students' research knowledge, skills, and confidence, especially among male students, with no difference based on GPA. The program helped strengthen connections between students and research mentors.
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
A SYSTEMATIC REVIEW OF THE RELIABILITY OF OBJECTIVE STRUCTURED CLINICAL EXAM...Ahmed Elfaitury
This document outlines a presentation on a systematic review of the reliability of Objective Structured Clinical Examination (OSCE) scores. The study analyzed reliability coefficients from 64 studies to determine average reliability and factors influencing reliability. The results showed that reliability was better with more examination stations and raters. Clinical skills were more reliably evaluated than communication skills. Reliability across stations was on average 0.66 while reliability across items was 0.78. Key factors found to influence reliability included exam content, number of raters, scale format, and examiner type. The study concluded that overall OSCE scores have moderate reliability and more complete reporting is needed to identify additional influencing factors.
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.
Vietnamese nursing students’ perceptions of their clinical learning environme...nataliej4
This document presents a thesis that investigated Vietnamese nursing students' perceptions of their clinical learning environment. The study aimed to translate and validate a clinical learning environment inventory for use in Vietnam. It conducted a two-phase study - the first involved translating and validating the inventory, while the second administered the translated inventory to 209 nursing students to understand their perceptions and examine the instrument's psychometric properties. The results found the translated inventory was not a valid or reliable measure for the Vietnamese context. However, it provided some initial insights into factors influencing students' perceptions, such as clinical location and timeframe. The study recommends further modifications to develop a valid instrument for Vietnam and identifies improvements to clinical learning environments.
1) The study assessed the effectiveness of a structured teaching program on patients' knowledge of prophylactic measures to prevent deep vein thrombosis.
2) Most patients had inadequate knowledge before the program, but after receiving the teaching, 92% had adequate knowledge.
3) The mean post-test knowledge score was significantly higher than the pre-test score, showing the teaching program improved patients' understanding of how to prevent deep vein thrombosis.
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.
This study assessed burnout levels among staff nurses working in an intensive care unit (ICU) at a tertiary hospital in Chennai, India. Rates of stress and burnout are higher for nurses compared to other healthcare professionals, with about 40% of hospital nurses experiencing burnout. The study aimed to assess burnout levels among ICU nurses using a rating scale. A sample of 30 nurses working in the ICU of Chettinad Super Specialty Hospital were selected using purposive sampling. Results found that 48% of nurses had inadequate knowledge of burnout in the pre-test, which decreased to 30% with moderate knowledge in the post-test after the study intervention. Educational qualification and years of experience in the ICU
This document describes a study that assessed the effectiveness of a structured teaching program on knowledge of reinfarction prevention among myocardial infarction patients. It found that the teaching program significantly increased patients' knowledge based on pre- and post-test scores. The only demographic variable associated with post-test knowledge was educational qualification. The study concluded the teaching program was effective in improving knowledge of reinfarction prevention.
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 summarizes a study analyzing the effectiveness of changes made to anatomy dissections and teaching methods over three years. Student performance on practical exams was compared between cohorts from 2011 to 2013. Changes implemented included moving dissections earlier, digital materials, pre-dissection lectures, and weekly online quizzes for the 2013 cohort. Results found the 2012 and 2013 cohorts performed better than 2011, but there was no significant difference between the last two cohorts. Student feedback indicated dissections were effective and preferred methods included pre-lectures and digital/hard copy materials. The author concludes timing changes and additional assessment did not distinctly improve the 2013 cohort's performance.
Computer based assessment of clinical reasoning (Heidelberg 2012)Mathijs Doets
This document summarizes a project between 3 Dutch medical schools to develop computer-based assessments of clinical reasoning. The project aims to reduce workload for teachers while improving assessment quality. Literature identified Extended Matching Questions and Comprehensive Integrative Puzzles as suitable formats. Teachers were trained on question development. A prototype system was piloted with positive feedback. Future work includes developing more questions and implementing assessments in curricula.
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.
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
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.
Universal Assessment Challenges in Health Care Related EducationExamSoft
This document provides an overview of a webinar presentation on universal assessment challenges in healthcare related education. It discusses establishing context through both external drivers like accreditation standards, and internal drivers from various stakeholder perspectives. It then covers specific challenges around capturing assessment data through coding test items and curriculum mapping, as well as analyzing the data through learning analytics to inform curriculum and instruction improvements.
Differences in First and Fourth Year Medical Students' Attitudes Towards Purs...Monica Hagan Vetter
Cross-sectional study of first and fourth year medical students regarding their consideration of going into academic medicine with pilot data as presented at the 2013 Southern Group on Education Affairs meeting in Savannah, GA on April 19, 2013.
This document discusses the development of a questionnaire to identify common errors made by audiology students during clinical training. The questionnaire covers 8 areas of routine audiology assessments. Student errors will be categorized based on feedback from audiology preceptors. Identifying these common errors will help in developing formative feedback modules for a new high-fidelity simulated learning environment in audiology education. Future work includes validating the questionnaire, identifying the most common errors, and integrating them into the simulated learning environment training.
The document discusses options to change the medical school grading system from Honours/Pass/Fail to Credit/No Credit. It notes that focus groups and surveys show strong student support for reviewing the grading system. The referendum questions ask students if they feel informed enough to vote, and if they support replacing H/P/F with Credit/No Credit. A minimum response rate of 80% is required for years 1&2 and 60% for years 3&4. If more than 20% feel uninformed in any class, the vote will be postponed. The document discusses arguments for and against each grading system in relation to student stress, clinical assessments, post-graduate selection, and patient safety.
Yisehak Tura was evaluated by 17 nursing students on his effectiveness as a clinical instructor. Most students rated him very highly, giving him a score of 6 out of 6 on most measures. Specifically, 13-14 students rated him as very good at encouraging participation, applying knowledge, facilitating learning, and developing relationships. He received slightly lower ratings, though still mostly positive, on providing feedback on strengths and weaknesses. Overall, 13 students rated his teaching effectiveness as very good. The evaluation assessed his performance on 9 measures through an anonymous survey.
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.
This document discusses a study on nursing students' perceptions of Objective Structured Clinical Examinations (OSCEs) at Al-Batraji Medical College. The study aims to assess students' overall perceptions of OSCEs, explore factors influencing preferences, and examine the impact on learning and performance. A literature review found mostly positive impacts of OSCEs but limited research on nursing students' perceptions at this college. The cross-sectional study will use stratified random sampling to collect data from undergraduate nursing students using a self-administered anonymous questionnaire from start to end date.
This document provides an overview of Objective Structured Clinical Examinations (OSCEs) and discusses a proposed study on nursing students' perceptions of OSCE modalities. OSCEs are used to evaluate clinical skills through structured scenarios simulating real-life situations. The study aims to assess students' perceptions, explore factors influencing preferences, and identify suggestions for improving OSCE implementation. A literature review found mostly positive impacts of OSCEs but limited research on nursing students' perceptions at Al-Batraji Medical College. The proposed cross-sectional study would survey students using stratified random sampling to address this research gap.
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.
The study surveyed residents at Pakistan Institute of Medical Sciences (PIMS) to assess their perceptions of working conditions during residency training. 109 residents responded. They reported unfavorable ratings across several components of their training program, including workload, working hours, work-life balance, income, accommodation, and overall working environment. Specifically, most residents worked over 80 hours per week and could not get enough sleep while on call. They also reported issues with their financial situation and residential facilities. The study aims to identify problems to help improve working conditions and well-being of trainees.
Austin Journal of Anatomy is an open access, peer review Journal publishing original research & review articles in all the fields of Anatomy. Anatomy is the study of body parts of Living Organisms, which is one of the important branches in medicine. Austin Journal of Anatomy provides a new platform for all researchers, scientists, scholars, students to publish their research work & update the latest research information.
Austin Journal of Anatomy is a comprehensive Open Access peer reviewed scientific journal that covers multidisciplinary fields. We provide limitless access towards accessing our literature hub with colossal range of articles. The journal aims to publish high quality varied article types such as Research, Review, Short Communications, Case Reports, Perspectives (Editorials), Clinical Images.
Austin Journal of Anatomy supports the scientific modernization and enrichment in Anatomy research community by magnifying access to peer reviewed scientific literary works. Austin also brings universally peer reviewed member journals under one roof thereby promoting knowledge sharing, collaborative and promotion of multidisciplinary science.
This document provides a student evaluation tool for physical therapist students to assess their clinical education experiences and clinical instruction. The tool was developed in response to requests from academic and clinical educators for a consistent approach for student feedback. It consists of two sections - the first assesses the clinical experience, and the second evaluates clinical instruction. The tool is intended to be used by students to provide formative and summative feedback on the quality of their learning experience and clinical instructors.
This document describes an innovative experiential learning program for health administrators that involved direct clinical experience and medical terminology training. Students participated in lectures, hospital tours, and a 24-hour on-call experience with clinicians. They took medical terminology tests before, immediately after, and 3 months later. Test scores improved significantly after the program and were retained 3 months later, showing the program effectively improved knowledge of medical terminology and the effects persisted over time. Student reflections found the program helped them understand clinical environments and develop respect for physicians.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE), which were developed to assess clinical skills in a more objective and structured manner compared to traditional practical exams. OSCE/OSPE involve assessing students through multiple stations that evaluate specific skills like history taking, physical exams, and procedures. The document outlines the purpose, history, development, administration and advantages of OSCE/OSPE, such as being more objective and reproducible. Potential disadvantages include being time-consuming and expensive to implement. Examples of exam stations and checklists are also provided.
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.
1. Review background literature on:
Undergraduate Medical Education (UME) to Graduate Medical Education (GME) continuum
Competency based medical education
Current state of the 4th year of medical school
2. Describe how a clinical track based on ACGME competencies could bridge the chasm between UME and GME.
3. Identify strategies for creating specialty specific milestones reports at your institutions.
4. Identify barriers and derive solutions to these “feedforward” concepts.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
The document discusses challenges with the fourth year of medical school and proposes improvements. It describes common criticisms of the fourth year as lacking educational purpose and structure. There are also concerns about student preparation for residency. The discussion proposes using competencies and EPAs to guide curriculum development and ensure students are adequately prepared to enter residency programs. Specialty-specific objectives and tracks could help address gaps and weaknesses in training.
This document contains abstracts from poster presentations given at the 2014 American Society for Clinical Laboratory Science Clinical Laboratory Educators' Conference. The posters covered topics such as improving student capstone projects, student perceptions of clinical experiences, curriculum revisions to incorporate competency-based education, using RStudio to teach biostatistics, predicting student success, the impact of mobile devices on clinical laboratory data, incorporating a laboratory information system in simulated laboratories, using videos to enhance lectures, flipping an immunology course, and quality improvement projects using evidence-based practice research.
The document summarizes a study that assessed pharmacy students' perceptions of an Objective Structured Clinical Examination (OSCE) used to evaluate their clinical skills. Some key findings:
- Over 70% of students felt they needed a higher degree of learning to complete tasks at stations assessing drug-related problems for tuberculosis and epilepsy, and clinical pharmacokinetics stations for digoxin and phenytoin.
- While 60% found the OSCE a difficult assessment, 75% felt it should be used more as 81% perceived they learned a lot from it.
- Stations where over 50% felt instructions were clear included counseling on insulin devices and managing a paracetamol overdose. The
This study examined the dimensionality of medical competence through analyzing student performance on a history taking assessment. The following dimensions of competence were identified:
1. The frequency of patient-centered skills and the quality of performance of these skills were two separate dimensions.
2. A dimension of "complaint orientation" emerged from analyzing intellectual skills focused on gathering medical information.
3. Two dimensions of social skills were identified: "general social skills" and "providing procedural information to patients."
4. The low correlations between scale scores suggest medical competence has a multidimensional structure rather than being a single construct. Assessing competence requires evaluating multiple distinct dimensions.
Contents lists available at ScienceDirectNurse Education TAlleneMcclendon878
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
The transfer of theoretical knowledge to clinical practice by nursing students
and the difficulties they experience: A qualitative study
Ulviye Günaya,⁎, Gülsen Kılınçb
a Department of Pediatric Nursing, The Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
b Department of Psychiatric Nursing, Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
A R T I C L E I N F O
Keywords:
Nursing students
Theoretical knowledge
Clinical practice
Difficulties
Experience
Transfer
Qualitative study
A B S T R A C T
Background: Nursing education contains both theoretical and practical training processes. Clinical training is the
basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning
environment.
Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing
students and the difficulties they experience during this process.
Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing
students in a university located in the east of Turkey, constituting three focus groups. The questions directed to
the students during the focus group interviews were as follows: What do you think about your clinical training?
How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What
kind of difficulties are you experiencing in clinical practices?
Results: The data were interpreted using the method of content analysis. Most of the students reported that
theoretical information they received was excessive, their ability to put most of this information into practice
was weak, and they lacked courage to touch patients for fear of implementing procedures incorrectly. As a result
of the analysis of the data, five main themes were determined: clinical training, guidance and communication,
hospital environment and expectations.
Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills
insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed
that nursing students experienced various issues in clinical practices. In order to fix these issues and achieve an
effective clinical training environment, collaboration should be achieved among nursing instructors, nurses,
nursing school and hospital managements.
Additionally, the number of nursing educators should be increased and training programs should be provided
regarding effective clinical training methods.
1. Introduction
Nursing education involves theoretical and practical educational
processes. Students are taught how to provide care for people in dif-
ferent healthcare settings (Dinmohammadi et al., 2016), with education
occurring in classrooms, laboratories and cl ...
Contents lists available at science directnurse education tRAJU852744
This study aimed to determine how nursing students transfer theoretical knowledge to clinical practice and the difficulties they experience. The researchers conducted focus group interviews with 30 nursing students. The students reported that their theoretical knowledge was extensive but they struggled to apply it clinically. They lacked clinical skills and were afraid to touch patients from a fear of making mistakes. The students also reported not receiving adequate guidance from instructors in clinical settings. Some instructors were too distant or strict, making students hesitant to ask questions. Communication problems were also experienced with some nurses and clinical instructors who did not cooperate with students.
Similar to Osce usp-ribeirao-preto-clinical-skills-assessment-luiz-ernesto-troncon (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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Original Article
• Luiz Ernesto de Almeida Troncon
Clinical skills assessment:
limitations to the introduction of
an “OSCE” (Objective Structured
Clinical Examination) in a
traditional Brazilian medical school
Faculdade de Medicina de Ribeirão Preto and Hospital das Clínicas,
Ribeirão Preto campus of the Universidade de São Paulo, Ribeirão Preto,
São Paulo, Brazil
METHODS
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
Assessment of clinical skills has a central
role in medical education and the selection of
suitable methods has been a matter of permanent concern for clinical teachers, course directors and medical educators.1-3 The OSCE
(Objective Structured Clinical Examination)4,5
is now established as one of the most valid, reliable and effective tests for the assessment of
clinical skills.1,3 In a typical OSCE, examinees
rotate through a number of stations staffed by
either real or standardized patients,6 where they
are required to perform different clinical tasks.
The examinees are observed and their performance is assessed using structured checklists.5
Although a considerable body of knowledge concerning technical and organizational
aspects of OSCE administration is now available, little has been published on the responses
of both student and faculty members of traditional medical schools to attempts at introducing OSCEs. In 1995, we introduced an OSCE
with standardized patients for the summative
assessment of junior medical students finishing an introductory course on basic clinical skills
in a traditional Brazilian medical school. This
was an isolated initiative by a small number of
faculty members and, to the best of our knowledge, comprised the first successful application
of an OSCE for the assessment of undergraduate medical students in the country.7 This
OSCE was administered for three consecutive
years, during which student and faculty member perceptions of the technique were recorded
and used as feedback to improve the assessment.
However, we found a number of limitations
that precluded the permanent utilization of the
OSCE. In this paper we report on the student
and faculty member responses to this attempt,
which highlighted some of the difficulties that
may be found in the management of educational change.
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
KEY WORDS: Assessment. Clinical skills. University
hospitals. Medical students. Undergraduate medical education.
○
CONCLUSIONS: In addition to shortage of resources
and organizational difficulties, local cultural aspects and the absence of a more favorable educational climate may hinder lasting improvements in
assessment methods in traditional medical schools.
○
RESULTS: Students were comfortable with cases and
tasks, but nearly half (48%) of them criticized organizational aspects of the OSCE. Substantial proportions of students reported difficulties with both
time management (70%) and stress control (70%).
Improvement of several aspects of exams reduced
criticism of organization to a minority (5%) of students, but the proportions of students reporting difficulties with time management (40%) and stress
control (75%) during the exam remained virtually
unchanged. Faculty members acknowledged the
accuracy of the OSCE, but criticized its limitations
for assessing the integrated approach to patients
and complained that the examination was remarkably time and effort-consuming. The educational
impact of the OSCE was felt to be limited, since
other faculty members did not respond to the communication of exam results.
○
MAIN MEASUREMENTS: Student satisfaction or dissatisfaction with aspects of OSCE administration
and positive or negative opinions from faculty
members.
○
PROCEDURES: Over a period of three consecutive
years, student perceptions on the examination were
evaluated using a structured questionnaire containing several five-point scales; faculty members’ opinions were collected using a structured questionnaire plus a personal interview.
○
PARTICIPANTS: 258 junior medical students finishing
an introductory course on basic clinical skills and
six faculty members deeply involved with the OSCE
administration.
○
SETTING: Faculdade de Medicina de Ribeirão Preto,
Universidade de São Paulo.
○
TYPE OF STUDY: Descriptive, semi-quantitative study.
○
OBJECTIVE: To describe student and faculty perceptions of an OSCE introduced in a traditional Brazilian medical school.
INTRODUCTION
○
ABSTRACT
CONTEXT: Assessment of clinical skills has a central
role in medical education and the selection of suitable methods is highly relevant. The OSCE (Objective Structured Clinical Examination) is now established as one of the most valid, reliable and
effective tests for the assessment of clinical skills.
Settings
The Faculty of Medicine of Ribeirão Preto
is located on an inland campus of the University of São Paulo in southeastern Brazil and is
nationally regarded as one of the top medical
schools in the country. This is largely due to
the fact that faculty members are highly qualified and nearly all of them work full-time for
the institution, including those from clinical
departments. Although faculty members are
highly committed to academic duties, the
amount of individual time devoted to clinical, research and administrative work is in general higher than what is dedicated to teaching. Moreover, there are no regular programs
for faculty development or specific training
for educational activities. Although the undergraduate curriculum has been changed
considerably since the early nineties,8 teaching is predominantly didactic and the assessment methods are focused mainly on cognitive aspects rather than in skills or competencies. The medical school receives annually 100
students aged 17-19 years, who enter shortly
after finishing high school. The current local
curriculum comprises two years of integrated
basic sciences, one semester (third year) of
preclinical disciplines and three semesters
(third and fourth years) of clinical disciplines.
The two final years (fifth and sixth years) are
Sao Paulo Med J 2004; 122(1):12-7.
2. ○
○
○
○
○
○
○
○
○
○
○
○
○
○
Student perceptions
During the three years of OSCE administration, student perceptions of the exam
were evaluated according to a grading system. From two to seven days after the exam
students were asked to attribute a mark ranging from one (“very poor”) to five (“excellent”) to the following aspects of the OSCE:
a) general organization of the exam; b) clinical vignettes and instructions for work at the
stations; c) adequacy of the tasks required;
d) quality of the post-encounter questions;
and e) adequacy of the degree of complexity
of the contents involved. Students were also
asked to rank from one (“very low”) to five
(“very high”): f ) the difficulty in managing
the time available at each station; and g) the
degree of emotional stress elicited by the
exam. Student dissatisfaction with any particular aspect of OSCE administration was
characterized by attribution of lower grades
(1 or 2) to the first five aspects, or higher
grades (4 or 5) to the last two aspects evaluated. The questionnaire also contained a final item inviting students to comment openly
about any aspect of the examination.
○
Sao Paulo Med J 2004; 122(1):12-7.
Student performance
In the first OSCE administration, 8% of
students failed the examination. This percentage was slightly higher than the 3-5% fail rate
historically recorded for the course. On the
other hand, nearly 60% of students passed in
at least five of the six OSCE stations. During
the following two years, the fail rate fell to less
than 5%, and the rate of students passing in at
least five stations remained higher than 60%.
○
Exam preparation and administration
From the first week of the semester until
the examination day, during each of the three
years of OSCE application, 6-10 faculty members were actively involved in exam preparation. From this group, six faculty members
participated actively in all three OSCE runs.
Pass/Fail criteria
The checklists for the various stations contained eight to ten items corresponding to key
skills. At any given station, a “pass” decision
was taken for the student fulfilling at least 50%
of the checklist items, a level that was set in
order to conform to local regulations. Students
failing in more than three stations were regarded
as having failed the overall examination.
RESULTS
○
OSCE design
The proposed OSCE comprised six stations, including two with simulated patients
for the assessment of communication and interaction with patients, as well as for historytaking skills. The other four stations had real
patients, with true signs, for the assessment of
physical examination skills. This OSCE design was kept for three years and was not affected by a number of improvements that were
added year by year in response to student and
faculty member criticisms. Initially, the examination at each station lasted for five minutes
and the degree of complexity of the required
tasks was calibrated accordingly. For example,
students were asked to briefly explore the patient’s main habits and lifestyle characteristics
at one of the simulated patient stations and
perform focused chest percussion at one of
the physical examination stations.7
Experienced faculty members observed
and evaluated student performance with detailed checklists. At the four physical examination stations, small sets of “true/false” postencounter questions were used to assess the
detection and the gross interpretation of relevant findings presented by the patient.
Faculty opinions
After the last time the OSCE was administered, the six faculty members that had
worked actively on the preparation and application of all three consecutive OSCE applications were asked to answer a structured
questionnaire containing open questions related to the following aspects: a) general impression of the OSCE method; b) main perceived advantages and disadvantages of the
examination; and c) influence of the OSCE
results on teaching. The questionnaire also
contained a final item inviting open remarks
on any other aspect of the examination. After
application of the questionnaire, all answers
were further discussed and clarified in a personal interview. All opinions were categorized
qualitatively as positive or negative according
to their contents, without any concern about
relevance ranking.
○
Course structure
In the mornings of the preclinical fifth
semester (third year), introductory courses for
general and specialized areas of medicine are
taught. In the Department of Medicine, an
essentially practical course on basic clinical
skills (communication and interaction with
patients, history-taking and physical examination) is given. Sixteen groups of 6-7 students are assigned to clinical tutors, who typically demonstrate on real inpatients how a basic clinical skill should be performed, after
which students work on the wards under the
tutor’s supervision, putting into practice the
skills taught. Student assessment was based on
both subjective tutor evaluation of student
effort and summative exams, consisting mainly
of long cases, which were not invariably observed by clinical tutors.
The examination was carried out in accordance with published recommendations5,9,10
and included the selection of contents and
tasks, the recruitment and training of suitable
people to act as simulated patients11 and the
careful selection of stable patients, with clearly
defined signs at the physical examination.
Particular attention was paid to the elaboration of detailed checklists and to the definition of “pass/fail” criteria. Before the first administration, in 1995, a detailed blueprint was
written and approved by the local Ethics Committee. Preparations also included arrangements related to space in an inpatient ward
and assignment of nursing staff and administrative personnel.
In each of the three years of OSCE administration, the exams were held on two consecutive mornings, with 50 students being
examined each morning. Every run demanded
the work of eight faculty members for the
entire morning period.
○
spent in internships in major clinical areas,
such as Internal Medicine, General Surgery,
Pediatrics and Gynecology & Obstetrics.
13
○
Original Article
São Paulo Medical Journal — Revista Paulista de Medicina
Student perceptions and consequent
modifications of the examination
The response rates to the questionnaires
throughout the three years were greater than
90%, thus representing a total of 258 students.
Student opinions expressed throughout
the three years of OSCE administration are
summarized in Table 1. Student dissatisfaction was generally low regarding clinical vignettes, tasks required, post-encounter questions and contents involved. On the other
hand, during the first year, 48% of students
were dissatisfied with exam organization (Table 1), and 70% of respondents were discontent with the time available at each station and
attributed higher grades to the degree of emotional stress elicited by the examination.
In the open part of the questionnaire,
many students added remarks that were relevant to the above mentioned aspects. There
were also comments about the premises being too small and that there were too many
post-encounter questions, which contributed
to a perception that the time for the work was
too short. A large number of students com-
3. 14
São Paulo Medical Journal — Revista Paulista de Medicina
plained that the presence of an observer at all
the stations was intimidating, which contributed to a feeling that the examination was
exceedingly stressful.
In order to solve the perceived problems,
a number of measures were taken for the second year of OSCE administration, which
were also kept for the following year. These
measures included an effort at marketing the
examination, with periodic communication
of general information on the examination
characteristics and structure to students during the semester. Also, a more extensive and
careful briefing was carried out in the days
preceding the exams. Arrangements were
made to assure that the exam was held in
larger and more comfortable wards, with
improved conditions in relation to auxiliary
personnel and organization. The length of
time spent at each station was increased to
six minutes and both the required tasks and
questions were simplified. Also, two “rest”
stations were inserted among the six stations,
filled only with cartoon strips for student
relaxation. Moreover, the simulated patients
were intensively trained to both portray the
exam cases and to assess student performance, so that an observer was no longer
needed in the 2 stations concerning
communication and history-taking skills.
During the following two years, the proportions of students who were critical of exam
organization fell to 15% and then to 5% (Table 1). However, difficulties with time control were still reported by at least 40% of the
examinees (Table 1) and there was no change
in the percentages of students regarding the
exam as highly stressful, since in the second
and third years of OSCE administration, 69%
and 75% of students, respectively, attributed
scores of higher than three to the degree of
emotional stress (Table 1).
Faculty member perceptions
The opinions expressed by faculty members deeply involved with OSCE administration are summarized in Table 2. All faculty
members agreed that the OSCE was more relevant and accurate than previous examinations
and particularly acknowledged the aspects relating to objectivity and standardization. It was
also mentioned by all faculty members that
Table 1. Student perception of an “OSCE” examination for the assessment of basic
clinical skills. Percentages of students dissatisfied with the various aspects of the
examination, according to the answers to a structured questionnaire applied over three
consecutive years following OSCE introduction in Brazilian medical school
Aspects evaluated
1st (n = 82)
Year of OSCE administration
2nd (n = 86)
3rd (n = 90)
General exam organization
48
15
5
Clinical vignettes and instructions
15
10
5
Adequacy of the tasks required
15
10
5
Quality of post-encounter questions
8
7
8
Complexity of the content involved
15
12
10
Difficulty with time management
70
55
40
Emotional stress
70
69
75
OSCE = Objective Structured Clinical Examination; n = number of students answering the questionnaire.
Table 2. Main faculty members opinions about an “OSCE” examination for the
assessment of basic clinical skills of medical students in a Brazilian school. Opinions
were collected using a structured questionnaire and a subsequent interview,
and categorized as positive or negative accordingly to their content
POSITIVE
• The technique is highly relevant and more accurate than previous examination methods.
• The examination may be useful for transmitting to students what skills are important to learn.
• The method is effective for assessing what is taught by different tutors and how this is learned.
• The examination may help to achieve more uniform teaching
NEGATIVE
• This method is unable to provide assessment of the integrated approach to patients.
• This kind of assessment may actually distort the student’s view of the patient.
• The results may be inconsistent, since the examinees are excessively stressed.
• Organizing the exam is a very complex task.
• Selecting and preparing patients for the exam is highly time-consuming
the OSCE had probably been very useful in
showing students what skills are important.
The OSCE results were also seen as helpful
for this group of clinical tutors in relation to
teaching more uniformly. Moreover, the
OSCE was perceived as highly effective in revealing a detailed picture of both student performance and course efficacy.
Since the faculty members involved in
the OSCE were also clinical tutors, it was
not surprising that all of them reported a perception of positive influence on their personal
way of teaching. However, it was also pointed
out that it had not been feasible to exchange
experiences with the remaining tutors that
were not directly involved in the examination, due to the lack of time and interest on
the part of the others.
Faculty members reported that the OSCE
possibly had a positive effect on students’ drive
to actually study and practice. This effect was
felt to be greater than what could be associated with the previous examination method.
On the other hand, all but one faculty member criticized the limitation of the OSCE for
assessing the integrated approach to patients.
It was emphasized that this aspect might represent a dissociation between the examination
and the objectives of the main course. One
responder even expressed the concern that the
exam, which was designed as a system-oriented
series of stations, might actually transmit to
junior students a distorted view of “the sick
person as merely an array of organs with disorders”. Faculty members also questioned the
validity of examining highly stressed students
and regretted the lack of facilities for both
getting students more used to the exam technique and providing immediate feedback.
Finally, the OSCE was regarded as being
remarkably demanding in terms of faculty
time and effort, particularly by those more
directly involved in the selection and preparation of real patients, and the recruitment and
training of people to act as simulated patients.
OSCE replacement
By the end of the third year of OSCE
administration, clinical tutors and the course
director had agreed that keeping this model
of clinical skills assessment would be worthwhile only if the negative aspects expressed in
both faculty member and student responses
could be overcome. However, acknowledging
the present-day difficulties in further improving the exam, it was then decided to replace
this summative OSCE with assessment events
that were more formative, iterative and smaller,
even though less standardized.
OSCE = Objective Structured Clinical Examination
Sao Paulo Med J 2004; 122(1):12-7.
4. São Paulo Medical Journal — Revista Paulista de Medicina
DISCUSSION
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
The experience of introducing an OSCE
at a rather conservative medical school without a tradition of objective examinations of
students’ clinical skills provided an opportunity to learn about student and faculty member responses. Reflection on this experience
has also raised a number of issues related to
general aspects of medical education and assessment, as well as the management of educational change.
Data on students’ perceptions about the
examination yielded important information
that was helpful for improving the organization of the OSCE. Nevertheless, none of the
proposed modifications was able to reduce the
relatively high levels of emotional stress felt
by our students during the examination. Exams are a well-known source of stress and
OSCEs in particular are regarded as quite
stressful,12 although it has been suggested elsewhere that an OSCE is less stressful to students than previous examination experiences.10
It is unlikely that stress in our students was
caused by unfamiliar tasks or content included
in the various stations, because students
seemed to be comfortable with these aspects
of the examination from the time of the first
OSCE administration. On the other hand, it
is conceivable that student stress could be related to fears concerning possible failure, notwithstanding the fact that the observed rates
of student failure were similar to those expected for the course. Student stress could also
originate from local cultural factors, since students in this country tend to perceive assessment procedures and tests as something aiming only at “rewarding a few students and
punishing others”.13 Therefore, the introduction of a new examination may have been seen
as a rather threatening experience.
The difficulties on the part of students
in managing time during the work at the
OSCE stations could not be ascribed to excessively short lengths of time at stations,
since the time at each station was similar to
what has been recommended for the assessment of very basic clinical skills.9,14 This kind
of difficulty persisted even with longer times
at stations and simpler tasks and a smaller
number of post-encounter questions, and
thus might be related to different factors, including student immaturity and lack of specific training in time management skills. Lack
of practice at being examined in the OSCE
format might also have contributed to both
the dissatisfaction with the time available and
the perceptions of the OSCE as a highly
Sao Paulo Med J 2004; 122(1):12-7.
15
stressful examination. These negative feelings might have been minimized by prior administration of one or two mock (“dry run”)
examinations. However, this was thought to
be unfeasible because of number of factors,
including lack of time in the curriculum grid,
shortage of space in a very busy general hospital and unavailability of faculty members
to prepare the examination.
The small number of faculty members
involved in exam preparation and application
seemed to be convinced that the proposed
OSCE was more accurate than traditional
methods previously utilized. Indeed, OSCEs
are regarded as a highly valid and reliable
method for the assessment of clinical skills.1-3
This is attested not only by the worldwide
spread of this examination model throughout
medical schools10,12 and residency programs,1517
but also by its use in high-stake examinations such as those carried out by the Medical
Council of Canada18 and the ECFMG (Educational Commission for Foreign Medical
Graduates) of the United States.19
Nevertheless, some faculty members expressed the concern that the OSCE applied
in our department was insufficient for assessing the integrated approach to patients, and
thus might represent a dissociation between
the general objectives of the undergraduate
curriculum and the assessment strategy. This
sort of discrepancy involving OSCE-based
assessment of clinical skills had already been
pointed out previously.20 A more comprehensive approach could have been facilitated by
designing longer times spent at each station,
with the same sequence of tasks normally involved in real clinical encounters (history-taking followed by physical examination and
clinical reasoning), as in the Clinical Performance Exercise21 or in the ECFMG Clinical
Skills Assessment. 19 However, again, this
would be unfeasible given the shortage of time
and space available. On the other hand, the
tasks and content included in the exam, involving focused history-taking and physical examination of cases that present with common
clinical conditions,7 were similar to the original OSCE description4 and, moreover, consistent with the more specific course objectives, as an introduction. Accordingly, these
aspects of the examination were well accepted
by the examinees.
Our faculty members also acknowledged
the high educational value of the OSCE, as
feedback information that may potentially
lead to improvements in both student learning22 and clinical teaching.12 However, this was
limited in our case, since giving immediate
feedback to the students was not possible due
to the practical reasons already mentioned,
particularly the limited number of mornings
available for the assessment. It could be argued that feedback to students could be delivered using other means, such as group discussion on the days following the examination, or by posting commented individual results. Again, this was felt to be unattainable
on that occasion, due to lack of time in the
curriculum grid as well as the shortage of both
faculty member time and secretarial assistance.
Nevertheless, further refinements of exam
application in our institution allowed immediate feedback to students to be delivered, and
proved that this resource is associated with
improved student satisfaction about being examined (author’s personal observations).
The impact of the OSCE results on clinical teaching was also perceived to be limited,
since faculty members not directly involved in
preparing and running the exams did not respond at all to written communication of the
results, nor were they able to attend meetings
for discussion of the educational meaning of
the observed results. This was ascribed to lack
of time and interest on the part of faculty members deeply involved in clinical work and research activities, which may reflect a shortage
of effective mechanisms for rewarding teaching as much as other clinical and academic activities.23,24 The scarcity of such mechanisms for
rewarding faculty member engagement in educational activities, such as the organization and
administration of more elaborate examinations,
may also have contributed towards building the
perception that planning and running an
OSCE is excessively time and effort-consuming, which played a key role in the decision to
replacing this assessment model with a less complex examination.
A more favorable attitude towards assessment and educational innovations among faculty members might be expected if our institution were to have a regular faculty development
program. This would theoretically help faculty
members to acknowledge the benefits of a more
valid and reliable method for student assessment and favor the fostering of an “evaluation
culture”.25 Indeed, the Brazilian system of
higher education is regarded as lacking in such
culture, since many teachers tend to perceive
assessment procedures only as a bureaucratic
means of deciding who, among the student
population, is going to pass or fail.13,25
Absence of favorable external factors may
also have contributed to the lack of a more
positive attitude among faculty members towards assessment of students’ clinical compe-
5. 16
São Paulo Medical Journal — Revista Paulista de Medicina
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
The introduction of an OSCE into a traditional Brazilian medical school taught us
about the variety of factors that limited the utilization of more objective, standardized methods for examining clinical skills and gave rise
to difficulties in the management of changes
in assessment methods. These factors not only
included practical aspects, especially in relation
to shortages of both human and material resources and organizational difficulties, but also
local cultural factors and circumstances that
caused low student and faculty acceptance. Particularly, the absence of a more favorable educational climate was felt to be an important
limitation that precluded the permanent utilization of the proposed examination.
REFERENCES
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
Chapel Hill; 1987.
12. Van der Vleuten CPM, Scherpbier AJJA, Dolmans DHJM,
et al. Clerkship assessment assessed. Med Teach 2000;
22(6):592-600.
13. Krasilchik Avaliação do ensino. In: Anais do Encontro Avaliação
e Ensino; 1992. São Paulo; Feusp; 1992. p.6 - 11.
14. Shatzer JH, Darosa D, Colliver JA, et al. Station-length requirements for reliable performance-based examination scores. Acad
Med 1993;68(3):224-9.
15. Cohen R., Reznick RK, Taylor BR, et al. Reliability and validity of the objective structured clinical examination in assessing
surgical residents. Am J Surg 1990;160(3):302-5.
16. Sloan DA, Donnelly MB, Schwartz RW, et al. The use of objective structured clinical examination (OSCE) for evaluation and
instruction in graduate medical education. J Surg Res
1996;63(1):225-30.
17. Wilson BE. Performance-based assessment of internal medicine interns: evaluation of baseline clinical and communication
skills. Acad Med 2002;77(11):1158.
18. Reznick RK, Blackmore D, Cohen R, et al. An objective structured clinical examination for the licentiate of the Medical Council of Canada: from research to reality. Acad Med 1993;68 (10
Suppl):S4-6.
19. Ziv A, Ben-David MF, Sutnick AI, Gary NE. Lessons learned
from six years of international administration of the ECFMG’s
SP-based clinical skills assessment. Acad Med 1998;73(1):84-91.
20. Mavis BE, Henry RC, Ogle KS, Hoppe RB. The emperor’s new
clothes: the OSCE reassessed. Acad Med 1996;71(5):447-53.
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
Newble DI. Assessing clinical competence at the undergraduate level. Med Educ 1992;26(6):504-11.
2. Lowry S. Assessment of students. BMJ 1993;306(6869):51-4.
3. Schuwirth LW, van der Vleuten CP ABC of learning and teaching
.
in medicine: Written assessment. BMJ 2003;326(7390):643-5.
4. Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of clinical competence using objective structured examination. Br Med J 1975;1(5955):447-51.
5. Harden RM, Gleeson FA. Assessment of clinical competence
using an objective structured clinical examination (OSCE). Med
Educ 1979;13(1):41-54.
6. Proceedings of the AAMC’S Consensus Conference in the Use
of Standardized Patients in the Teaching and Evaluation of Clinical Skills. Washington, D. C., December 3-4, 1992. Acad Med
1993;68:437-83.
7. Troncon LEA, Foss NT, Voltarelli JC, et al. Avaliação de
habilidades clínicas por exame objetivo estruturado por estações,
com emprego de pacientes padronizados: uma aplicação no
Brasil. Rev Bras Educ Med 1996;20(2/3):53-60.
8. Troncon LEA. Restruturação curricular do curso médico na
Faculdade de Medicina da Universidade de São Paulo —
Ribeirão Preto. Rev Fac Ciências Médicas UNICAMP
2000;8(Edição Especial):33-7.
9. Newble D, Dawson B, Dauphinee D, et al. Guidelines for assessing clinical competence. Teach Learn Med 1994;6(3):213-20.
10. Smee S. Skill based assessment. BMJ 2003;326(7391):703-6
11. Barrows HC. Simulated (standardized) patients and other human simulations. Health Sciences Consortium. North Caroline:
CONCLUSIONS
○
1.
internal and external forces favoring educational improvement, together with the limited aspect of the change, may also have contributed to the loss of the proposed OSCE.
ducing an OSCE in a traditional medical
school highlights some aspects of the management of change in a rather conservative
educational climate. Substantial changes in
assessment have previously been reported elsewhere in the context of major curriculum reform, in countries where the educational climate seems to be more favorable.27-30 These
experiences almost invariably involved the
entire medical school and were conducted
under powerful leadership, with access to adequate funding. In contrast, the present initiative originated from a small number of faculty members without any specific budget, but
with concerns about the low accuracy of student assessment in an isolated course. Also,
the proposed small-scale change in the assessment model did not represent a response to
student or faculty dissatisfaction, nor was it
implemented to comply with recommendations from authorities or institutions controlling undergraduate medical education.31 It is
therefore plausible that the absence of stronger
○
tence. Medical schools in this country are accredited and regulated by the Ministry of Education, which only very recently set a number
of general recommendations concerning the
objectives of undergraduate medical education.26 These recommendations include an explicit list of core competencies that a medical
graduate should develop, but definitions of
predetermined standards for clinical skills performance are still lacking, and the recommendations concerning assessment are rather
vague.26 Furthermore, there is no explicit set of
requirements for the accreditation of medical
schools, and the performing of formal assessments of students’ clinical competence using
accurate methods does not seem to have a substantial weight in the awarding of reaccreditation to any given medical school. Therefore,
performing costly and laborious examinations
of clinical skills, although valid and reliable, does
not yet seem to make so much sense for many
teachers and course directors in this country.
The experience herein reported of intro-
21. Vu NV, Barrows HS, Marcy ML, Verhulst SJ, Colliver JA, Travis
T. Six years of comprehensive, clinical, performance-based assessment using standardized patients at the Southern Illinois
University School of Medicine. Acad Med 1992;67(1):42-50.
22. Duffield KE, Spencer JA. A survey of medical students’ views
about the purposes and fairness of assessment. Med Educ
2002;36(9):879-86.
23. McMannus IC. How will medical education change? Lancet
1991;337(8756):1519-21.
24. Biggs JS, Price DA. Sustaining and rewarding clinical teaching.
Med Educ 1992;26(4):264-8.
25. Vianna HM. Avaliação educacional nos cadernos de pesquisa.
Cad Pesq São Paulo 1992;80:100-5.
26. Ministério da Educação. Conselho Nacional de Educação.
Diretrizes curriculares nacionais do curso de graduação em
Medicina. Disponível em: http://www.mec.gov.br/sesu/ftp/
pareceres/113301EnfMedNutr.doc. Acessado em 27/10/03.
27. Des Marchais JE. From traditional to problem-based curriculum: how the switch was made at Sherbrooke, Canada. Lancet
1991;338(8761):234-7.
28. Lowry S. Making change happen. BMJ 1993;306(6873):320-2.
29. Krackov SK, Mennin SP. A story of change. Acad Med
1998;73(9 Suppl):S1-3.
30. Mennin SP, Kalishman S. Student assessment. Acad Med
1998;73(9 Suppl):S46-54.
31. van der Vleuten C. Improving medical education. BMJ
1993;306(6873):284-5.
Sao Paulo Med J 2004; 122(1):12-7.