Teachers’ and Students’ Perceptions in Surgical OSCE Exam: A Pilot Study
[1]
Saadeldin A. Idris , Department of Surgery, Faculty of Medicine, Alzaeim Al-Azhari University, Khartoum, Sudan.
[2]
Aamir A. Hamza , Department of Surgery, College of Medicine, University of Bahri, Khartoum, Sudan.
[3]
Mohamed M. Hafiz , Department of Surgery, Faculty of Medicine, Alzaeim Al-Azhari University, Khartoum, Sudan.
[4]
Mohammed Eltayeb A , Department of Surgery, Faculty of Medicine, Alnilain University, Khartoum, Sudan.
Background: There has been a growing concern among medical educators about the quality of medical graduates trained in various medical colleges in our country. Nowadays the Objective Structured Clinical Examination (OSCE) is widely used to assess the clinical performance of medical students. Objectives: The primary purpose of the study was to evaluate the perceptions of both examiners and candidates regarding OSCE. The secondary purpose was to validate a questionnaire of the oncoming proposed large study. Material and methods: A pilot study was conducted among students of Al-Fashir University, Sudan, during their final surgical exam for MBBS. Twenty examiners and 20undergraduate students of final years were selected randomly to be enrolled in the study to assess OSCE questionnaires validity. There were two separate questionnaires one concerning examiners and the other concerning candidates. Questionnaires were designed to assess the perception of examiners and students towards OSCE. The collected data was managed statistically using SPSS computer package for windows version 21. Results: Eighty percent of the examiners and 90% of the students agreed that the OSCE is fair compared with Traditional Clinical Exam (TCE). Sixty percent of examiners mentioned that the OCSE is highly accepted by students and faculty, whereas, 70% of students mentioned same thing (p>0.05). Seventy percent of examiners mentioned that; comprehensive assessment may not be possible, whereas, only 45% of students stated same thing. The difference in the idea was statistically significant (p=0.04). Conclusion: The proposed questionnaires are valid for assessment of perceptions towards OSCE and some points need to be considered to improve the questionnaires proposed for the large oncoming research.
Examiner, Perceptions, Objective Structured Clinical Examination (OSCE), Traditional Clinical Examination (TCE), Undergraduate Students
[1]
Meadow R. The structured exam has taken over. BMJ 1998; 317:1329.
[2]
Qureshi GS, Parveen S, Yasmeen T. Objective structured Practical Examination (OSPE): An experience at Dow University of Health Sciences (DUHS) Karachi. Medical Channel 2012; 18(1): 5-8.
[3]
Bartfay WJ, Rombough R, Howse E, LeBlanc R. The OSCE approach in nursing education: Objective structured clinical examinations can be effective vehicles for nursing education and practice by promoting the mastery of clinical skills and decision-making in controlled and safe learning environments. The Canadian Nurse 2004; 100(3), 18-25.
[4]
Harden RM. What is an OSCE? Medical Teacher 1988; 10(1):9-22.
[5]
Kamarudin MA, Mohamad N, Besar MNA, Siraj HH and Yaman MN. The relationship between modified long case and objective structured clinical examination (OSCE) in final professional examination 2011 held in UKM Medical Centre. Procedia - Social and Behavioral Sciences2012; 60: 241 – 248.
[6]
Walters K, Osborn D, Raven P. The development, validity and reliability of a multimodality objective structured clinical examination in psychiatry. Medical Education,2005; 39:292-298.
[7]
Wass V, Jolly B. Does observation add to the validity of the long case? Medical Education2001; 3:729-734.
[8]
Norcini JJ. The validity of long case. Medical Education 2001; 35:720-721.
[9]
Barman A. Critiques on Objective Structured Clinical Examination. Ann Acad Med Singapore 2005; 34: 478- 482.
[10]
Ponnamperuma GG, Karunathilake IM, McAleer S, Davis MH. The long case and its modifications: A literature review. Med Educ. 2009; 43(10):936-41.
[11]
Troncon LE de Almeida. Clinical skills assessment: Limitations to the introduction of an “OSCE” (Objective Structured Clinical Examination) in a traditional Brazilian medical school. Sao Paulo Med J. 2004; 122(1):12-7.
[12]
Mitchell ML, Henderson A, Groves M, Dalton M, Nulty D. The objective structured clinical examination (OSCE): Optimizing its value in the undergraduate nursing curriculum. Nurse Education Today2009; 29:398-404.
[13]
Smee S. Skill based assessment. British Medical Journal 2003; 326 (7391): 703-706.
[14]
Rushforth HE. Objective structured clinical examination (OSCE): Review of literature and implications for nursing education. Nurse Education Today 2006; 27: 481-490.
[15]
Harden R and Gleeson F. Assessment of clinical competence using an objective structured clinical examination. Medical Education 1979; 13:41-54.
[16]
Van Der Vleuten CPM, Scherpbier AJJA, Dolmans DHJM, Schuwirth LWT, Verwijnen GM, and Wolfhagen HAP. Clerkship assessment assessed. Med Teach. 2000; 22(6): 592-600.
