The Role Of Objective Structured Clinical Examination

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Introduction 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). OSCE has been widely used as an assessment tool worldwide in both undergraduate and postgraduate exams including medicine and allied health specialities (Patricio M, 2013). In this assignment I have reviewed the role of Objective Structured Clinical Examination (OSCE) as an assessment tool in the MRCS exam as an MRCS examiner in relation to the literature. Background Millers pyramid of educational objectives (Miller 1990) and Bloom’s cognitive taxonomy (Bloom, 1956) formed the pillar of medical education in the 1990’s. Miller (1990) introduced his pyramid of educational objectives consisting of four levels: “Lowest level of pyramid is knowledge (Knows), ascending up is competence (knows how), performance (shows how), action (does)”. Knows - represents the basic facts, knows how to apply knowledge, shows how – demonstration of skills and does – competent real life practice. The four level of the pyramid reflects the level of knowledge and competence on which all the assessment methods of today are based on thus constituting the basement framework of education and assessment. The
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