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sc nursing 1st year-TMCON

Review of literature: OSCE

International Journal of Science and Research (IJSR) ISSN (Online):

2319-7064 Index Copernicus Value (2015): 78.96 | Impact Factor
(2015): 6.391

(1)Perception of OSCE by Nursing Students

Archana Maurya

Professor and HOD Department of Child Health Nursing Radhikabai Meghe Memorial
College of Nursing, Sawangi (M), Wardha. Maharashtra, India

Abstract: The Objective Structured Clinical Examination (OSCE) is a form of assessment in,
which the student demonstrates clinical skills, and underpinning knowledge, usually in simulated
conditions (Fidment, 2012).

Method: A descriptive Approach & survey design used in study setting of study SRMMCON
Sawangi Meghe Wardha. Population of UG Nursing Students Sample Basic B.Sc. 3rd year
nursing students Sample size 74 students

Sampling technique- Purposive Sampling technique.

Result: Assessment of perception of nursing students on the process of OSCE that 22(29.73%)
of the students had “Strongly Agree” perception about OSCE validity and reliability, 68.92% of
them had “Agree” and only 1.35% of them had “Neutral” perception about OSCE validity and
reliability. That General assessment with perception about OSCE validity and reliability score
24(32.43%) of the students had “Strongly Agree” perception and 67.57% of them had “Agree”
perception score. The minimum perception score was 42 and the maximum score was 64.

https://pdfs.semanticscholar.org/b2da/3413b4c940c8b539b8157136ca78158a220f.pdf
(2) An evaluative study of objective structured clinical examination (OSCE):
students and examiners perspectives
          


Authors Majumder MAA, Kumar A, Krishnamurthy K, Ojeh N, Adams OP, Sa B

Received 6 December 2018
Accepted for publication 25 April 2019
Published 5 June 2019 Volume 2019:10 Pages 387—397
DOI https://doi.org/10.2147/AMEP.S197275
Checked for plagiarism Yes
Review by Single-blind
Peer reviewers approved by Dr Colin Mak
Peer reviewer comments 3
Editor who approved publication: Professor Sam Leinster

Md Anwarul Azim Majumder,1 Alok Kumar,1,2 Kandamaran Krishnamurthy,1,2 Nkemcho

Ojeh,1 Oswald Peter Adams,1 Bidyadhar Sa3

1
Faculty of Medical Sciences, The University of the West Indies, Cave Hill,
Barbados; 2Department of Pediatrics, The Queen Elizabeth Hospital, Bridgetown,
Barbados; 3Faculty of Medical Sciences, The University of the West Indies, St. Augustine,
Trinidad and Tobago

Background: The objective structured clinical examination (OSCE) is the gold standard and
universal format to assess the clinical competence of medical students in a comprehensive,
reliable and valid manner. The clinical competence is assessed by a team of many examiners on
various stations of the examination. Therefore, it is found to be a more complex, resource- and
time-intensive assessment exercise compared to the traditional examinations.

Purpose: The objective of this study was to determine the final year MBBS students’ and OSCE
ex333333333333aminers’ perception on the attributes, quality, validity, reliability and
organization of the Medicine and Therapeutics exit OSCE held at the University of the West
Indies (Cave Hill) in June 2017.
Methods: At the end of the OSCE, students and examiners were provided with a questionnaire to
obtain their views and comments about the OSCE. Due to the ordinal level of data produced by
the Likert scale survey, statistical analysis was performed using the median, IQR and chi-square.

Results: A total of 52 students and 22 examiners completed the questionnaire. The majority of
the students provided positive views regarding the attributes (eg, fairness, administration,
structure, sequence, and coverage of knowledge/clinical skills), quality (eg, awareness,
instructions, tasks, and sequence of stations), validity and reliability (eg, true measure of
essential clinical skills, standardized, practical and useful experiences), and organization (eg,
orientation, timetable, announcements and quality of examination rooms) of the OSCE.
Similarly, majority of the examiners expressed their satisfaction with organization,
administration and process of OSCE. However, students expressed certain concerns such as
stressful environment and difficulty level of OSCE.
Conclusion: Overall, the OSCE was perceived very positively and welcomed by both the
students and examiners. The concerns and challenges regarding OSCE can be overcome through
better orientation of the faculty and preparation of the students for the OSCE.

https://www.dovepress.com/an-evaluative-study-of-objective-structured-clinical-examination-osce--
peer-reviewed-fulltext-article-AMEP

(3) The opinion of post graduate students on objective structured clinical

examination in Anaesthesiology
Parul Jindal and Gurjeet Khurana

Author information Copyright and License information Disclaimer

This article has been cited by other articles in PMC.

Abstract

Background and Aims:

The scenario in medical education is changing with objective structured clinical examination
(OSCE) being introduced as an assessment tool. Its successful implementation in
anaesthesiology postgraduate evaluation process is still limited. We decided to to evaluate the
effectiveness of OSCE and compare it to conventional examinations as formative assessment
tools in anaesthesiology.
Methods:

We conducted a cross-sectional comparative study in defined population of anaesthesiology

postgraduate students to evaluate the effectiveness of OSCE as compared to conventional
examination as formative assessment tool in anaesthesiology. Thirty-five students appeared for
the conventional examination on the 1st day and viva voce on the 2nd day and OSCE on the last
day. At the conclusion of the assessment, all the students were asked to respond to the perception
evaluation questionnaire. We analysed the perception of OSCE among the students.

Results:

Results showed a positive perception of the objective structured physical examination (OSCE) as
well as structured 9 (25.7%), fair 19 (54.2%) and unbiased 13 (37.1%) with more standardised
scoring 9 (25.7%). The students perceived OSCE to be less stressful than other examination.
Thirty-one (88.5%) students agreed that OSCE is easier to pass than conventional method and 29
(82.5%) commented that the degree of emotional stress is less in OSCE than traditional methods.

Conclusion:

OSCE is better evaluation tool when compared to conventional examination.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4800932/