ePoster
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Presentation Description
Hany Atwa1
Adel Abdelaziz2 and Mohamed Hany Shehata1
1 Arabian Gulf University, Kingdom of Bahrain
2 Suez Canal University, Egypt
Adel Abdelaziz2 and Mohamed Hany Shehata1
1 Arabian Gulf University, Kingdom of Bahrain
2 Suez Canal University, Egypt
Introduction:
In ordinary circumstances, objective structured clinical examination (OSCE) is a resource-intensive assessment method. When developing and implementing multidisciplinary OSCE, there is no doubt that the cost will be greater. Through this study a research project was conducted to develop, implement, and evaluate a multidisciplinary OSCE model within limited resources at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt.
In ordinary circumstances, objective structured clinical examination (OSCE) is a resource-intensive assessment method. When developing and implementing multidisciplinary OSCE, there is no doubt that the cost will be greater. Through this study a research project was conducted to develop, implement, and evaluate a multidisciplinary OSCE model within limited resources at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt.
Summary of Work:
This research project went through the steps of a) blueprinting of the clinical part of the program to guarantee content validity, b) station writing, c) resource reallocation, where the available resources within the FOM-SCU premises were redistributed and reused without the requisition of any further resources, d) implementation, and evaluation. Steps a and b were carried out by medical education experts with expertise in OSCE.
This research project went through the steps of a) blueprinting of the clinical part of the program to guarantee content validity, b) station writing, c) resource reallocation, where the available resources within the FOM-SCU premises were redistributed and reused without the requisition of any further resources, d) implementation, and evaluation. Steps a and b were carried out by medical education experts with expertise in OSCE.
Results:
The developed model was implemented in the Primary Health Care (PHC) program which is one of the pillars of the community-based undergraduate curriculum of the FOM- SCU. Data for evaluation of the implemented OSCE model were derived from two resources. First, feedback was obtained from the students and assessors through self-administered questionnaires. Second, evaluation of the OSCE psychometrics was done. The deliverables of this research project included a set of validated integrated multi-disciplinary and low-cost OSCE stations with an estimated reliability index of 0.6.
The developed model was implemented in the Primary Health Care (PHC) program which is one of the pillars of the community-based undergraduate curriculum of the FOM- SCU. Data for evaluation of the implemented OSCE model were derived from two resources. First, feedback was obtained from the students and assessors through self-administered questionnaires. Second, evaluation of the OSCE psychometrics was done. The deliverables of this research project included a set of validated integrated multi-disciplinary and low-cost OSCE stations with an estimated reliability index of 0.6.
Conclusion:
After having this experience, we have a critical mass of faculty members trained on blueprinting and station writing and a group of trained assessors, facilitators, and role players. Also, there is a state of awareness among students on how to proceed in this type of OSCE which renders future implementation more feasible.
After having this experience, we have a critical mass of faculty members trained on blueprinting and station writing and a group of trained assessors, facilitators, and role players. Also, there is a state of awareness among students on how to proceed in this type of OSCE which renders future implementation more feasible.
Take-home Message:
Introducing integrated multi-disciplinary OSCE is feasible under limited resources and would improve the acceptability, objectivity, validity, and reliability of the assessment system at medical schools.
Introducing integrated multi-disciplinary OSCE is feasible under limited resources and would improve the acceptability, objectivity, validity, and reliability of the assessment system at medical schools.
References (maximum three)
- Harden RM, Glesson FA. 1979. Assessment of clinical competence using an objective structured clinical examination. Med Educ 13:41–54.
- Newble D, Reed M. 2005. Developing and running an objective structured clinical examination (OSCE). Academic Unit of Medical Education. The University of Sheffield Publications 34:45–48.
- Austin Z, O’Byrne C, Pugsley J, Quero L. 2003. Development and validation processes for an objective structured clinical examination (OSCE) for entry-to-practice certification in pharmacy. The Canadian experience. Am J Pharm Educ 67(3): Article 76.