OSCE/OSPE

 
Dr.  Rehan  Ahmed  Khan  
MBBS,  FCPS  (Pak),  FRCS  (Ire),  JM-­‐HPE  (Ned)  ,  MSc  HPE  (UK)  
Assistant  Dean  Medical  EducaEon,  Riphah  Academy  of  
Research  and  EducaEon  
Assoc.  Professor  Surgery  ,  IIMC-­‐T  ,  Riphah  University  
 OSCE/OSPE  
Objec,vely  
Structured  
Clinical  /Prac,cal    
Examina,on  
 
WHAT  ARE  YOU  ASSESSING?  
 AIM  OF  OSCE  
•  Test  of  performance  of  clinical  skills  
•  Demonstrate  clinical  skills  and  not  just  
explana,on  of  theory  
Format  of  OSCE  
 Task  1  
•  Make  3  groups  
–  Clinicians  (Group  A)  
–  Basic  Sciences  (Group  B  
•  Take  5  minutes  and  discuss  among  your  group  
to  devise  a  plan  to  assess  clinical  competence  
 
 
 Steps  of  devising  OSCE  
•  Administra,ve  decisions  
•  Blue  prin,ng/TOS  
•  Designing  OSCE  sta,on  
•  Standard  seTng  
•  Determining  characteris,cs  of  the  good  OSCE  
•  Post  examina,on  analysis  
 Format  
•  All  candidates  are  presented  with  the  same  
skill  
•  Specific  skill  modali,es  are  tested  at  each  
sta,on    
–  History    
–  Explana,on  
–  Clinical  examina,on  
–  Procedures    
 Format    
•  Marking    scheme  for  each  sta,on  is  structured  
•  Interac,on  between  the  student  and  
examiner  is  structured  
BLUE  PRININTG/  MAKING  TOS  
BLUE  PRINTING  OF  OSCE  
 Task  2  
•  Make  an  OSCE/OSPE  OF  1  HOUR  DURATION    
–  10  OSCE/OSPE  sta,ons  
Standard Setting - Angoff Method
•  Performance levels at “minimally
acceptable” or “borderline” is used to
derive cut-off score
•  Undertaken by a panel (usually a minimal
of 6)
•  Judges independently estimate what
proportion (%) of minimally competent
examinees would answer the item correctly
 Example - Angoff
Items   Full  mark   Judge   Angoff  
Score  
Explain  to  pa,ent   1   80%   0.8  
Posi,on  of  pa,ent   1   80%   0.8  
Inspec,on  of  skin   2   80%   1.6  
Temperature  change   1   60%   0.6  
Pulsa,on  :  Femoral   1   80%   0.8  
                                   Popliteal   1   50%   0.5  
                                   Posterior  ,bial   1   50%   0.5  
                                   Dorsalis  pedis   1   50%   0.5  
Capillary  refill   1   50%   0.5  
Total   10   6.6  
Standard Setting - Borderline Method
•  Marking form : checklist + global rating
•  All categorized ‘borderline’ students
Stu   1   2   3   4   5   6   7   8   9  
Score   80   90   60   70   75   55   80   65   85  
Global   S   SS   BU   BS   S   U   S   BS   S  
ra,ng  

•   Mean  score  of  borderline  group  

   Passing  score  =  (60+70+65)/3  =  65  
 TASK  3  
•  Address  the  following  ques,ons  as  medical  
educa,onist:  
–  Apply  the  theories  of  assessment  to  OSCE  
–  Analyze  OSCE/OSPE  on  the  basis  of  characteris,cs  of  
good  examina,on  
•  Feasibility  
•  Acceptability  
•  objec,vity  
•  Reliability  
•  Validity    
•  Educa,onal  impact  
•  Fidelity  
•  Feasibility  
•  Validity  
•  Reliability  
•  Educa,on  impact  
•  Acceptability  
•  Fidelity  
 
Van  der  Vleuten,  C.  The  assessment  of  
professional  competence:  developments,  
research  and  prac,cal  implica,ons,  Advances  
in  Health  Science  Educa,on,  1996,  Vol  1:  41-­‐67  
OSCE  DILEMMAS  
DILEMMA  1  
DILEMMA  2  
DILEMMA  3  
DILEMMA  4  
DILEMMA  5  
DILEMMA  6  
DILEMMA  7  
DILEMMA  8  
DILEMMA  9