Presentation Description
Margo Lane1
Ashlee Forster1, Mary Kelleher1, Belinda Swyny1 and Sharee Stedman1
1 UQ Medical School
Ashlee Forster1, Mary Kelleher1, Belinda Swyny1 and Sharee Stedman1
1 UQ Medical School
Background
One component of the system of assessment for The University of Queensland’s (UQ) new MD Design curriculum is the Year 1 Objective Structured Clinical Examination (OSCE). This OSCE will be delivered in an open-plan non-clinical teaching space for the large cohort (N=480). Prior research indicates that materials, technologies and spaces used during OSCEs may influence stakeholder performance. (1) The aim of this study is to explore the experiences and perspectives of key stakeholders in this novel Year 1 OSCE, including professional and academic staff, students, simulated participants and examiners.
One component of the system of assessment for The University of Queensland’s (UQ) new MD Design curriculum is the Year 1 Objective Structured Clinical Examination (OSCE). This OSCE will be delivered in an open-plan non-clinical teaching space for the large cohort (N=480). Prior research indicates that materials, technologies and spaces used during OSCEs may influence stakeholder performance. (1) The aim of this study is to explore the experiences and perspectives of key stakeholders in this novel Year 1 OSCE, including professional and academic staff, students, simulated participants and examiners.
Summary of Work
Post-activity survey design methodology has been employed for this study. The online survey was designed by the researchers and comprises a series of statements requiring Likert scale ratings as well as the opportunity for free text responses allowing key stakeholders to provide detailed feedback on their Year 1 OSCE experiences. Descriptive statistics and thematic analysis will be used to analyse the data.
Results
Survey and free text response data will be analysed and presented at Ottawa Conference 2024.
Discussion
We anticipate that the key stakeholder experiences will vary depending on a range of factors including their role, prior OSCE experiences and personal expectations. These results will inform iterative quality improvement for the UQ Year 1 OSCE and contribute to the body of knowledge regarding open-plan OSCEs for large cohorts.
Conclusions
We hypothesize that the key factors for successful delivery of a large cohort, open-plan OSCE are excellent communication and collaborative teamwork. All key stakeholders have valuable perspectives and experiences, and these should be considered in the planning and development of future OSCEs.
Take-home messages / implications for further research or practice
This study has provided perspectives on a large cohort, open-plan OSCE implementation, leading to opportunities to streamline processes to enhance future iterations of similar OSCEs.
This study has provided perspectives on a large cohort, open-plan OSCE implementation, leading to opportunities to streamline processes to enhance future iterations of similar OSCEs.
References (maximum three)
References
1. Rees, CE, Ottrey, E, Barton, P, Dix, S, Griffiths, D, Sarkar, M, Brooks, I. Materials matter: Understanding the importance of sociomaterial assemblages for OSCE candidate performance. Medical Education 2021;55:961-971