The Role Of Objective Structured Clinical Examination

Estes, M. E. Z., Calleja, P., Theobald, K., & Harvey, T. (2016). Health Assessment and Physical Examination: Cengage Learning Australia.

The following is a critical reflection of my performance during an objective structured clinical exam (OSCE), as part of my training for the role of Psychological Wellbeing Practitioner (PWP). An OCSE is an assessment technique whereby a student demonstrates their competence under simulated conditions (Fidment 2012). For this OSCE, my competence in undertaking a treatment session with a patient was under examination. The treatment session I undertook involved discussing the patient’s progress with behavioural activation (BA), a cognitive-behavioural intervention used for people experiencing depression (Richards and Whyte 2011).

“The current assessment centre system for general practice registrars operates on an assessor to candidate ratio of 1:3 whereas traditional methods have a ratio of 1:1.5. (Patterson, 2005). This saves both money and time for a company

This section of this essay critically evaluates the use of two different assessment activities used to check the learning of students. This will be done by considering the key strengths and weakness of each type of assessment will also be considered, as well as, the Validity; Reliability; Sufficiency; Authenticity and Relevance of each assessment method.

The question that remains is how best we can incorporate this metric into the exam construct. As pointed out by the authors, certain items on the exam require fact-based knowledge (e.g. anatomic recognition, pathognomic physical exam signs, and imaging findings) and therefore cannot be categorized using the evidence-based schema. Similarly, many important clinical questions in practice do not lend themselves to clinical trials. For example, items pertaining to epidemiology and prognosis may be best answered by cohort or case-control studies. Further, although randomized trials are unavailable, there may be a very clear clinical consensus that a particular test or therapy is useful or effective and is therefore considered a standard of care or best practice. Thus, from the point of view of evaluating certification exam items, COR may be a better measure than the

Assessments provide insight into a nurse’s ability to perform, discover and create new knowledge, adapt to changes and improve performance levels. Assessments intend to protect patients through identifying incompetent nurses, optimizing the capability of each nurse by providing incentives and a path for future learning. In addition, assessments can assist a healthcare administrator with choosing an applicant for advanced training.

For the next time I plan to be more prepared. I would have by then studied more techniques available for me to use. I plan on using every tool at my disposal, including my pediatric nursing book and health assessment book. I also plan on using any other tools provided to me by my instructors. Having a sound and structured plan is key to success in patient assessments. Having one for next time will greatly improve the experience for me and the

Assessment is the first part of the nursing process and thus forms the basis of the care plan. The essential requirement of accurate assessment is to view the patients holistically and thus identify their real needs. The general survey of an assessment gives a broad range of impression of the individual.

Oral examinations can involve a collaborative projects, either in the class course at a clinical site. This uses a team based learning approach on all levels about a specific topic. There is, different collaborative and cooperative assessments that assesses the content mastery and critical thinking skills.

Although the format of the exam changed to a certain degree, it is appropriate to compare performance outcomes for the Practical CSA over the last two-year period. Students continue to demonstrate competency when asked to demonstrate performance of clinical skills and thinking. Students who fail to achieve minimal competency are referred to CSEC for focused remediation and retake the exam when offered the following term. Feedback from students regarding the changes to the exam have been positive, including a sense of being better prepared for the NBCE Part IV exams.

Health Assessment is a major part of care in the nursing profession. This topic was study in block one during which ten concepts were identified and further analyzed. First, I begin by giving a brief overview of what the concept entails as it pertains to health assessment. Secondly, current research available for each concept is presented. Then application of concepts to the current job (nursing) is given with particular examples of how these concepts can be useful where appropriate. Lastly application of each concept to current world is presented. Throughout the projects various research text are cited when necessary to bring out relevant points.

Laverne and Leslie, very interesting post and I enjoyed reading them both. I too was not familiar with this type of evaluation. Objective structured clinical examination (OSCE) when pioneered consisted of patients following a dialect in pre-set stories, students then rotated through the different scenarios. (Ho, Lin, & Chung, 2016, p. 1). Patient safety was not compromised with OSCE.

The OSCE has been a revolutionary form of assessment, first described in the medical field and now widely applied in a number of different health professions, including physiotherapy (Alsenany and Al Saif, 2012 and Newble, 2004). First introduced in 1975 by Harden and colleagues as an alternative to the traditional long and short case assessments used to evaluate medical student performance, the OSCE is now generally accepted as a means of reliably and validly assessing the ability of the health professional to function in a variety of clinical contexts (Swanson, Norman and Linn, 1995, Yudkowsky, 2009 and Downing and Haladyna, 2009). Use of the OSCE has been reported in many different health profession training programmes, including medicine, dentistry, nursing, physiotherapy and pharmacy (Wessel,

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

This document provides the Standard Assessment Plan (SAP) for conduct of assessment in the competency unit, “Maintain Professional Image” and one of the elements: