The Definitive Guide to the OSCE

Ronald M. Harden, Madalena Patricio, Pat Lilley

Description

The new book is the definitive text on the Objective Structured Clinical Examination (OSCE), providing an easily accessible account of the breadth and depth of experience gained worldwide from its use in a wide range of contexts and in different phases of education. The lessons learned from these diverse experiences are included throughout the text.

Used globally in all phases of education in the different healthcare professions, the OSCE was first described by the lead author, Harden, in 1975 and it is now the gold standard for performance assessment.

The new book is the definitive text on the Objective Structured Clinical Examination (OSCE), providing an easily accessible account of the breadth and depth of experience gained worldwide from its use in a wide range of contexts and in different phases of education. The lessons learned from these diverse experiences are included throughout the text.

Used globally in all phases of education in the different healthcare professions, the OSCE was first described by the lead author, Harden, in 1975 and it is now the gold standard for performance assessment.

Sujets

• Médecine
• Spécialités médicales
• Internal Medicine
• Medical

Informations

• Publié par: Churchill Livingstone
• Date de parution: 15 juin 2015
• Nombre de lectures: 1
• EAN13: 9780702055492
• Langue: English
• Poids de l'ouvrage: 3 Mo

Extrait

The Definitive Guide to the OSCE
The Objective Structured Clinical Examination as a performance assessment
Ronald M. Harden OBE MD FRCP (Glas) FRCPC FRSCEd
Professor Emeritus Medical Education, University of Dundee, UK; General Secretary, Association for Medical Education in Europe (AMEE)
Pat Lilley BA (Hons)
Operations Director, Association for Medical Education in Europe (AMEE)
Madalena Patr cio PhD
Professor of Education, Faculty of Medicine, University of Lisbon, Portugal
Foreword by
Geoff Norman PhD
Professor Emeritus, Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ontario, Canada

Edinburgh London New York Oxford Philadelphia St Louis Sydney Toronto 2016
For Elsevier
Content Strategist: Laurence Hunter
Content Development Specialist: Carole McMurray
Project Manager: Anne Collett
Designer/Design Direction: Miles Hitchen
Illustration Manager: Amy Faith Naylor
Illustrator: Suzanne Ghuzzi
Table of Contents
Cover image
Title page
Copyright
Foreword
References
Preface
About the Authors
Contributors to Case Studies
Acknowledgements
Section A An introduction to the OSCE
1 What is an OSCE?
A definition
Objective
Structured
Clinical
A flexible format
The OSCE and the eight Ps
OSCE variations
Take-home messages
2 The inside story of the development of the OSCE
The traditional clinical examination
Problems with the clinical examination
Evidence of the unreliability of the clinical examination
The development of the OSCE
The OSCE as the final qualifying examination
Dissemination of the OSCE approach
Increasing popularity of the OSCE
Regional variations
Why the OSCE has been adopted widely
Take-home messages
3 The OSCE as the gold standard for performance assessment
The gold standard
Characteristics of a good assessment
Reliability and the OSCE
Validity and the OSCE
Feasibility and the OSCE
Flexibility and the OSCE
Fairness and the OSCE
Acceptability and the OSCE
Feedback and the OSCE
The OSCE and educational impact
What an educational assessment must do
Take-home messages
4 How the OSCE can contribute to the education programme
Uses of the OSCE
Evaluating the learner
Evaluating the curriculum
Reinforcing the specified learning outcomes and directing learning
Faculty development
Subjects and disciplines assessed
Phases of education
Use in healthcare professions and other fields of practice
Fields outside the healthcare professions
Use around the world
Take-home messages
5 What is assessed in an OSCE?
An assessment of clinical competence
Learning outcomes and competencies
Clinical skills
Practical procedures
Investigation of a patient
Health promotion and disease prevention
Communication skills
Handling and retrieving information
Creative problem solving and decision making
Attitudes and professionalism
Competence as a member of a team
The OSCE and core tasks
Take-home messages
Section B Implementation of an OSCE
6 Choosing a format for an OSCE
Factors influencing the format
Variables in designing an OSCE
Number of stations
Sequential testing
Time allocated to a station
Number of circuits
Procedure and question stations
Double stations
Linked stations
Feedback during the examination
The organisation of stations in a circuit
Group OSCE (GOSCE)
Take-home messages
7 The setting for an OSCE
The venue
Choosing a location
Multisite OSCEs
Options for an OSCE venue
Enhancing realism in an OSCE venue
Online OSCE
Take-home messages
8 The patient
The patient as a variable in the clinical examination
Representation of patients in an OSCE
The real patient
Simulated patients
Simulators
Hybrid simulation
Video recordings
Patient medical records and investigations
Take-home messages
9 The examiner
Examiners and the OSCE
Who is the examiner?
Number of examiners
Role of the examiner
Instructions for examiners
Training of the examiner
A challenging role
Take-home messages
10 Implementing an OSCE
Plan for a successful OSCE
Advance planning for an OSCE
Implementing the OSCE on the day
Take-home messages
11 Evaluating the examinee's performance
The challenge
Collecting the evidence
Deciding about the student's performance
Data processing
Take-home messages
12 Providing feedback to the learner
The importance of feedback
Feedback and the OSCE
Feedback during the OSCE
Feedback after the OSCE
Feedback and students in difficulty
Feedback and a variety of approaches
The amount, nature and specificity of feedback
Feedback and the educational climate
Feedback and summative OSCE
Take-home messages
13 The examinee's perspective
Examinees' attitude to the OSCE
Briefing of students
Advice to students
The underperforming student
The student with a disability
Student engagement in an OSCE
Take-home messages
14 Evaluating an OSCE
The importance of evaluation
The concept of evaluation
The purpose of evaluation
Different approaches
Questions to be addressed
Who should contribute to the evaluation?
Validity
Reliability
Number of failures
Circuit equivalence
Take-home messages
15 Costs and implementing an OSCE with limited resources
Cost as a cause of concern
Estimates of costs
Cost elements
Comparative costs
Containing the costs or implementing an OSCE with limited resources
Conclusions
Take-home messages
Section C Some final thoughts
16 Limitations of the OSCE
The examiner's toolkit
Limitations of the OSCE
Take-home messages
17 Conclusions and looking to the future
Assessment and the future of the OSCE
The OSCE as an integral part of the curriculum
Assessment for learning and assessment as learning
Assessment of different competencies
The OSCE as a progress test
Adaptive and sequential testing
Student engagement and the OSCE
Effective use of technology
Greater collaboration
Areas for discussion
Conclusions
Take-home messages
Section D
Case Studies
Undergraduate medicine
Postgraduate medicine
Other healthcare professions
Specialised areas
1 Case Study: Dundee Medical School - Year 2 OSCE
2 Case Study: King Saud bin Abdulaziz University for Health Sciences Cardiovascular System Block Phase 2 OSCE
3 Case Study: Manchester Medical School MBChB - Phase 2 Formative OSCE
4 Case Study: Monash University Malaysia Formative OSCE
5 Case Study: UCL Medical School Final Examinations - Short Station OSCE
Station 16: Double station on explaining medical condition and treatment plan with a relative
6 Case Study: Culture OSCE for Pediatric Residents
7 Case Study: Medical Council of Canada's Qualifying Examination Part II
8 Case Study: OSCE for PGY-1 Resident Physicians - Madigan Army Medical Center
9 Case Study: Dundee Undergraduate BSc in Nursing Programme - First-year OSCE
10 Case Study: OSCE in Undergraduate Dentistry
11 Case Study: Diploma in Veterinary Nursing
12 Case Study: Summative OSCE for a Clinical Pharmacy Course, Malaysia
13 Case Study: Postgraduate Year 1 - Patient Safety OSCE
Stations 7 and 8 - Linked stations: team skills and patient in respiratory distress/admission order writing
14 Case Study: Basic Abdominal Ultrasound Course
15 Case Study: Dundee Medical School Multiple Mini-Interview (MMI)
References
Bibliography
Aspects explored in more depth
Books and reports on the theme of the OSCE
Examples of OSCE stations
A broader perspective of assessment methodology
Videoclips
Index
Copyright

2016 Elsevier Ltd. All rights reserved.
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This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).
ISBN 978-0-7020-5550-8

Notices
Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions.
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Printed in China
Foreword
When Ron Harden approached me to write the foreword, I viewed it