Observing the Objective Structured Clinical Exam: A Deeper Dive into Structured Clinical Examination

Authors

  • Tayyaba Azhar Department of Medical Education, FMH College of Medicine & Dentistry, Lahore Pakistan
  • Maimoona Nasreen Department of Physiology, University College, of Medicine & Dentistry, Lahore Pakistan,
  • Khizar Ansar Malik Department of Medical Education, University College, of Medicine & Dentistry, Lahore Pakistan
  • Kinza Aslam Department of Medical Education, University College, of Medicine & Dentistry, Lahore Pakistan
  • Sara Mukhtar Department of Physiology, University College, of Medicine & Dentistry, Lahore Pakistan
  • Saima Rafique Department of Gynae & Obs, University College, of Medicine & Dentistry, Lahore Pakistan

DOI:

https://doi.org/10.51253/pafmj.v73i6.10878

Keywords:

Clinical exam, Examiner, Objective structured clinical examination (OSCE), Perception, Students

Abstract

Objective: To explore the perceptions of students and examiners regarding objective structured clinical examination (OSCE).

Study Design: Cross-sectional study.

Place and Duration of Study: University College of Medicine & Dentistry, Lahore Pakistan from Dec to Apr 2023.

Methodology: Data was collected through Google Forms, which served as a secure and user-friendly platform for survey
administration. Data was collected from the students who were enrolled in the integrated curriculum. The research involved
administering a pre-validated questionnaire to 40 examiners and 272 fourth- and final-year MBBS students. The questionnaire aimed to gather insights into various aspects of the objective structured clinical examination (OSCE), including its attributes, structure, and validity.

Results: The mean attributes of OSCE were analysed, the students' perceptions of organization, validity, and reliability were
3.52±0.72, 3.6±0.79, and 3.69±0.75, respectively. Examiners addressed clinical knowledge, skills, and station organisation SCE's positive impact. 47.5% of faculty faced equipment challenges, while 30% of examiners did not find OSCE stressful.

Conclusion: The study examines organisational and examiner views on OSCE, highlighting its effectiveness in teaching
clinical skills and knowledge.

Downloads

Download data is not yet available.

References

Khan KZ, Ramachandran S, Gaunt K, Pushkar P. The objective

structured clinical examination (OSCE): AMEE guide no. 81. Part

I: an historical and theoretical perspective. Med Teach 2013;

(9): e1437-e46. https://doi.org/10.3109/0142159X.2013.818634.

Harden RM, Stevenson M, Downie WW, Wilson G. Assessment

of clinical competence using objective structured examination. Br

Med J 1975; 1(5955): 447-451.

https://doi.org/10.1136/bmj.1.5955.447.

Jain SS, Nadler S, Eyles M, Kirshblum S, DeLisa JA, Smith A, et

al. Development of an objective structured clinical examination

(OSCE) for physical medicine and rehabilitation residents. Am J

Phys Med Rehabil 1997; 76(2): 102-106.

https://doi.org/10.1097/00002060-199703000-00003.

Majumder MAA, Kumar A, Krishnamurthy K. An evaluative

study of objective structured clinical examination (OSCE):

students and examiners perspectives. Adv Med Educ Pract 2019;

: 387-397. https://doi.org/10.2147/AMEP.S197275.

Plakiotis C. Objective Structured Clinical Examination (OSCE) in

Psychiatry Education: A Review of Its Role in CompetencyBased Assessment. Adv Exp Med Biol 2017; 988: 159-180.

https://doi.org/10.1007/978-3-319-56246-9_13.

Naumann FL, Marshall S, Shulruf B, Jones PD. Exploring

examiner judgement of professional competence in rater based

assessment. Adv Health Sci Educ Theory Pract 2016; 21(4): 775-

https://doi.org/10.1007/s10459-016-9665-x.

Khan SA, Aaraj S, Talat S, Javed N. Students’ perception and

scores in Paediatrics end-of-clerkship and final professional

Objective Structured Clinical Examination (OSCE): A

comparative study. Pak J Med Sci 2021; 37(2): 525.

https://doi.org/10.12669/pjms.37.2.3422.

Tadese M, Yeshaneh A, Mulu GB. Determinants of good

academic performance among university students in Ethiopia: a

cross-sectional study. BMC Med Educ 2022; 22(1): 395.

https://doi.org/10.1186/s12909-022-03461-0.

Fisseha H, Desalegn H. Perception of Students and Examiners

about Objective Structured Clinical Examination in a Teaching

Hospital in Ethiopia. Adv Med Educ Pract 2021; 12: 1439-1448.

https://doi.org/10.2147/AMEP.S342582.

Ferreira ÉdMR, Pinto RZ, Arantes PMM, Vieira ÉLM, Teixeira

AL. Stress, anxiety, self-efficacy, and the meanings that physical

therapy students attribute to their experience with an objective

structured clinical examination. BMC Med Educ 2020; 20(1): 296.

https://doi.org/10.1186/s12909-020-02202-5.

Mamatha S, Rajalakshmi R, Ramya C. Medical Education/Original Article First Year MBBS Student’s Perception of

Objective Structured Clinical Examination and Objective

Structured Practical Examination. Indian J Physiol Pharmacol

; 61(4): 440-444.

Mak V, Krishnan S, Chuang S. Students' and Examiners'

Experiences of Their First Virtual Pharmacy Objective Structured

Clinical Examination (OSCE) in Australia during the COVID-19

Pandemic. Healthcare 2022; 10(2): 328.

https://doi.org/10.3390/healthcare10020328.

Sánchez-Conde P, Clemente-Suárez VJ. Autonomic stress

response of nurse students in an objective structured clinical

examination (OSCE). Sustainability 2021; 13(11): 5803.

https://doi.org/10.3390/su13115803

Ataro G, Worku S, Asaminew T. Experience and Challenges of

Objective Structured Clinical Examination (OSCE): Perspective of

Students and Examiners in a Clinical Department of Ethiopian

University. Ethiop J Health Sci 2020; 30(3): 417-426.

https://doi.org/10.4314/ejhs.v30i3.13.

Braier-Lorimer DA, Warren-Miell H. A peer-led mock OSCE

improves student confidence for summative OSCE assessments

in a traditional medical course. Med Teach 2022; 44(5): 535-540.

https://doi.org/10.1080/0142159X.2021.2004306.

Pierre RB, Wierenga A, Barton M, Branday JM, Christie CD.

Student evaluation of an OSCE in paediatrics at the University of

the West Indies, Jamaica. BMC Med Educ 2004; 4(1): 22-25.

https://doi.org/10.1186/1472-6920-4-22.

Zimmermann P, Kadmon M. Standardized examinees:

development of a new tool to evaluate factors influencing OSCE

scores and to train examiners. GMS J Med Educ 2020; 37(4):

Doc40. https://doi.org/10.3205/zma001333.

Alkhateeb N, Salih AM, Shabila N, Al-Dabbagh A. Objective

structured clinical examination: Challenges and opportunities

from students’ perspective. PLoS One 2022; 17(9): e0274055.

https://doi.org/10.1371/journal.pone.0274055.

Siddiqui FG. Final year MBBS students' perception for observed

structured clinical examination. J Coll Physicians Surg Pak 2013;

(1): 20-24.

Müller S, Settmacher U, Koch I, Dahmen U. A pilot survey of

student perceptions on the benefit of the OSCE and MCQ

modalities. GMS J Med Educ 2018; 35(4): Doc51.

https://doi.org/10.3205/zma001197.

Downloads

Published

28-12-2023

Issue

Section

Original Articles

How to Cite

1.
Azhar T, Nasreen M, Malik KA, Aslam K, Mukhtar S, Rafique S. Observing the Objective Structured Clinical Exam: A Deeper Dive into Structured Clinical Examination. Pak Armed Forces Med J [Internet]. 2023 Dec. 28 [cited 2024 Oct. 4];73(6):1852-7. Available from: https://pafmj.org/PAFMJ/article/view/10878