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Presentation Description
Hany Atwa1
Asmaa Abdelnasser2, Asser Sallam2 and Adel Abdelaziz2
1 College of Medicine and Medical Sciences, Arabian Gulf University
2 Faculty of Medicine, Suez Canal University
Asmaa Abdelnasser2, Asser Sallam2 and Adel Abdelaziz2
1 College of Medicine and Medical Sciences, Arabian Gulf University
2 Faculty of Medicine, Suez Canal University
Introduction:
OSCE is a well-known method of assessment of clinical skills. This study aimed to explore the perception of fifth-year medical students of the newly implemented end-of- rotation Orthopedics Surgery and Trauma OSCE held at Suez Canal Medical School in Egypt.
OSCE is a well-known method of assessment of clinical skills. This study aimed to explore the perception of fifth-year medical students of the newly implemented end-of- rotation Orthopedics Surgery and Trauma OSCE held at Suez Canal Medical School in Egypt.
Summary of Work:
This is a mixed-methods study that employed a convenient sample of 254 fifth-year medical students who underwent OSCE at the end of their Orthopedic Surgery and Trauma rotation. Quantitative data was collected through a validated questionnaire comprising of 32 items. Focus group discussions were conducted, and qualitative data was recorded, coded, and thematically analyzed.
This is a mixed-methods study that employed a convenient sample of 254 fifth-year medical students who underwent OSCE at the end of their Orthopedic Surgery and Trauma rotation. Quantitative data was collected through a validated questionnaire comprising of 32 items. Focus group discussions were conducted, and qualitative data was recorded, coded, and thematically analyzed.
Results:
Over half of the students (55.5%) believed that the exam was fair and covered a wide range of clinical skills (72.4%). Considerable percentages of students were doubtful regarding the standardization of OSCE scores (62.6%) and whether those scores provided a true measurement of their clinical skills (65%). More than half of them were not sure whether gender, personality, or ethnicity affected their exam scores (55.5%). Qualitative analysis identified two themes; namely: “Challenges of implementing OSCE” and “Ways to overcome identified challenges”.
Over half of the students (55.5%) believed that the exam was fair and covered a wide range of clinical skills (72.4%). Considerable percentages of students were doubtful regarding the standardization of OSCE scores (62.6%) and whether those scores provided a true measurement of their clinical skills (65%). More than half of them were not sure whether gender, personality, or ethnicity affected their exam scores (55.5%). Qualitative analysis identified two themes; namely: “Challenges of implementing OSCE” and “Ways to overcome identified challenges”.
Discussion:
This study found that the attributes, quality of performance, validity/reliability criteria and organization/settings of the newly implemented OSCE were positively perceived by the students. Several studies that explored students’ experiences with new OSCE encounters in different educational settings found similar results. This might be attributed to the structured and objective nature of OSCE.
This study found that the attributes, quality of performance, validity/reliability criteria and organization/settings of the newly implemented OSCE were positively perceived by the students. Several studies that explored students’ experiences with new OSCE encounters in different educational settings found similar results. This might be attributed to the structured and objective nature of OSCE.
Conclusion:
Medical students in our study positively perceived the organization and implementation of the Orthopedics OSCE, although some of them were doubtful regarding its validity and reliability in assessing their clinical skills in Orthopedics and Trauma.
Medical students in our study positively perceived the organization and implementation of the Orthopedics OSCE, although some of them were doubtful regarding its validity and reliability in assessing their clinical skills in Orthopedics and Trauma.
Take-home Message:
The implementation of an OSCE in Orthopedic Surgery and Trauma can be effective in providing medical students with valuable learning experience and assessing their clinical skills.
The implementation of an OSCE in Orthopedic Surgery and Trauma can be effective in providing medical students with valuable learning experience and assessing their clinical skills.
References (maximum three)
- Rentschler DD, Eaton J, Cappiello J, McNally SF, McWilliam P. Evaluation of undergraduate students using objective structured clinical evaluation. J Nurs Educ. 2007;46:135–9.
- El-Nemer A, Kandeel N. Using OSCE as an assessment tool for clinical skills: Nursing students’ feedback. Aust J Basic Appl Sci. 2009;3:2465–72.
- Taylor CA, Green KE. OSCE feedback: A randomized trial of effectiveness, cost- effectiveness and student satisfaction. Creat Educ. 2013;4:9.