Objective Structured Clinical Analysis

Assessment plays important role in medical education and training of doctors. Assessment methods have evolved over the last decade from written tests towards a holistic system of evaluation (Howley, 2004). New methods of assessment tools have emerged with emphasis based on real world testing. Medical education and assessment has shifted towards competency-based training (PMETB, 2008).

The MCCQE Part II is an Objective-Structured Clinical Examination (OSCE) which assesses the knowledge, skills and attitudes essential for medical licensure in Canada. It is comprised of a series of clinical stations at which candidates are expected to interact with a Standardized Patient in the same manner as they would they interact with actual patients while being observed by a Physician Examiner. Although the examination is approximately 3 hours long, candidates should plan to be at the examination site for a minimum of 51/2 to 6 hours.

It is a bit difficult to coordinate the typed questions along with the physical assessment. However, I understand the concept of the experience is to learn how to complete a health assessment, as well as assess the patient’s

KEYWORDS: Pathology, Perception, medical interns, type of theory questions, types of practical examinations, formative assessment, summative assessment.

Knight P (2001) “A Briefing on Key Concepts - Formative and Summative, criterion and normreferenced assessment”. LTSN Generic Centre: ISBN 1-904190-05-7

Ashton, C., Kuykendall, David H., Johnson, Michael M. (1999). An Empirical Assessment of the Validity of Explicit and Implicit Process-of-Care Criteria for Quality Assessment. 27(8). 798-808.

The gatekeeper of patient safety falls under the realm of credentialing. Hospitals have a legal obligation to evaluate the clinical competence of licensed practitioners requesting to provide patient care services within their facility. The process of completing a thorough background check is without deviation from defined policy and procedures. It is imperative that credentialing professionals know and understand the basic concept of credentialing (obtaining, verifying, and assessing the qualifications and competence of licensed practitioners) and privileging (Board of Directors grants qualified providers authorization to provide care, treatment and services). Communication regarding completion of an application, privilege form and other relevant documentation must be provided to practitioners requesting membership or privileges. TJC, HFAP, DNV, NCQA, CMS standards define the requirements to conduct credentialing, as well as the elements of criteria for verification, e.g. education and training, board certification, current state medical licensure, employment history, Medicare sanctions (OIG database), NPDB (continuous query), malpractice liability certification, DEA, CSR, reviewing gaps in education and/or career (six months or greater requires written explanation), peer references, criminal background check, review and investigate malpractice claims, verify requested privileges at other hospitals. Using an application checklist allows the credentialing

This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).

This essay is a critique of a qualitative study presented by Evelyn Byrne and Siobhan Smyth (2007) entitled: Lecturer’s experiences and perspectives of using an objective structured clinical examination (OSCE). I have critically evaluated the paper, utilising the structure of the critiquing tool(1). Upon careful analysis and review, I hope to consider the usefulness of the assessment into my clinical teaching practice, as well as incorporate any experiential knowledge I may have in relation to the assessment.

Objective was demonstrating knowledge needed to take 1) history, 2) knowledge to perform examination and 3) knowledge to manage a patient with head injury.

Introduction Standard 1 – Understanding The Principles of Care… 1.1 Values 1.2 Confidentiality 1.3 Person-centred Approach Test Your Knowledge…… Standard 2 – Understanding the Organisation and the Role of the Worker 2.1 Your Role As A Worker 2.2 Policies and Procedures 2.3 Worker Relationships Test Your

The purpose of the study was to test and determine the effectiveness of an observed structured clinical examination (OSCE) with the focus on improving palliative care skills for advance practice nurses (APNs) and medical fellows. The outcome of this pilot test is endless for the use of training other disciplines in health care that deal with issues of palliative care. The effectiveness of this pilot showed with the use of three stations testing instruments learners and faculty gain valuable resources. These instruments tested one’s skills, their ability of breaking bad news to patients and family, setting effective and practical goals of care with the patient, and assessing a patient’s mental status. Focus groups were also used to gain learner perspective on the training and provide feedback on what could be improved in the training sessions.

The techniques used to evaluate and manipulate the data involve linear regression and correlation methods. The researchers chose linear regression and correlation techniques because the analysis involves a comparison of the degree of relationship between the assessments done by patients and the analysis of clinical officers (Price, 2014). Also, the analysis involved statistical elements such as phi-coefficients and Pearson's correlation coefficient, r. Pearson’s correlation coefficient has been used to test the linear relationship between information given by patients and those collected by nurses.

There are a lot of types of assessment in medical education that students can be evaluated in different ways such as written assessments, oral examination, performances or workplace assessment and evaluation of attitudes. However, this assignment will focus on long essay questions and multiple choice questions (MCQs) in written assessments and oral examination only. Therefore, the purpose of this assignment can be divided into three parts. Firstly, the use of long essay format and MCQs in the specific conditions including the benefits and drawbacks of each will be discussed. Secondly, validity and reliability of MCQ exam will be tested. Finally, a case for using the oral examination will be presented in term of how to guarantee that the scoring is reliable.

As a teaching fellow, I have had the opportunity to undergo examiner training and have participated as an examiner in different medical student exams. I have also been involved with setting exam questions for the Objective-Structured Clinical Examination for 2nd-year students. This has helped to guide some of the teaching activities I have undertaken so that I can support the medical students on their journey to becoming doctors.