Presentation Description
Methas Arunnart
Abstract
- Background: Objective Structured Clinical Examinations (OSCEs) are widely recognized as valuable tool for clinical assessment. However, due to time constraints and administrative challenges, students often have limited opportunities to participate in OSCEs. Multi-Role Group-OSCEs aims to address these limitations while promoting active engagement and learning.
- Summary of Work: 5th-year medical students participated in Multi-Role Group-OSCEs for clinical assessment of trauma patients. Twelve students were divided into three groups, with each participant taking on the roles of examiner, rater, and scenario controller in a rotation system. Staff designed three scenarios for the OSCEs. Peer feedback was provided after each station, followed by debriefing sessions and feedback from the team. The effectiveness was compared to traditional Group-OSCEs
- Results: Multi-Role Group-OSCEs had significantly higher levels of participation (4.75 vs. 4.17, p = 0.02) and provided more opportunities for students to express their opinions (4.67 vs. 4.00, p = 0.001) compared to traditional Group-OSCEs. However, the two approaches had no significant differences in knowledge application or overall satisfaction.
- Discussion: Multi-Role Group-OSCEs offer a dynamic and engaging approach to clinical assessment. Through peer feedback and debriefing sessions, students can learn from each other and receive guidance from teachers, encouraging active participation, and the contribution of diverse perspectives. While there were no significant differences in knowledge application and overall satisfaction, the lower administrative burden makes multi-Role Group-OSCEs an alternative choice for educators.
- Conclusions: Multi-Role Group-OSCEs are well-suited for informal clinical assessment. They provide advantages such as time effectiveness, increased participation, and reduced administrative burden compared to traditional Group- OSCEs. These OSCEs facilitate an interactive learning environment and encourage students to contribute and engage with the assessment process actively.
- Take-Home Messages: Multi-Role Group-OSCEs offer a promising alternative to informal clinical assessments. Further research could explore the long-term effects on clinical performance.
References (maximum three)
- Bevan J, Russell B, Marshall B. A new approach to OSCE preparation - PrOSCEs. BMC Med Educ. 2019;19(1):126. doi:10.1186/s12909-019-1571-5
- Young I, Montgomery K, Kearns P, Hayward S, Mellanby E. The benefits of a peer- assisted mock OSCE. Clin Teach. 2014;11:214–8.
- Lee CB, Madrazo L, Usman K, Thangarasa T, McConnell M, Khamisa K. A student- initiated objective structured clinical examination as a sustainable cost-effective learning experience. Med Educ Online. 2018;23(1):1440111.