OSCE - Mansmanchester.mans.edu.eg/files/lectures/2012/OSCE.pdf · · 2016-11-05marking scheme....
Transcript of OSCE - Mansmanchester.mans.edu.eg/files/lectures/2012/OSCE.pdf · · 2016-11-05marking scheme....
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OSCE
By
Ashraf Shoma, FRCS, MD
Associate Prof. of Surgery
Mansoura University, Egypt
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Medical Education
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Assessment
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OSCE
Objective Structured Clinical Examination
objective - all candidates are assessed usingexactly the same stations with the samemarking scheme.
structured - stations in OSCEs have a veryspecific task include parts from all elements ofthe curriculum as well as a wide range of skills
clinical examination - the OSCE is designedto applied clinical and theoretical knowledge
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What skills do they test?
• History taking/presenting
• Examination of different body systems
• Communication
• Practical procedures
• Attitude
• Interpretation of images (e.g. X-Rays)
• Interpretation of data
• Dealing with ethical dilemmas
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What is an OSCE?
It consists of several (4-42) stations
Each station has a preset time
+/- Short (max 1 min) rest betweenstations
Some of the stations are double.Awarded two sets of marks
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What is an OSCE?
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Material “subject” for OSCE
Real patient
Simulated patient
Manikin / doll
Instrument
Parent
Role player
Data
Photo
Combined
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How to write an OSCE station
Consider the relevant objectives
Write them down
Is the OSCE a suitable format toevaluate the objectives?
Consider each station for only oneobjective
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OSCE Competence
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How to write an OSCE station
Write a scenario for each station
Develop a suitable marking system for each station
Write an instruction sheet for
Student
Simulated Patient
Examiner
Exam host
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How to write an OSCE station
Try to simulate an environment close to the real situation
Rehearsal
Run OSCE
Feedback
ALWAYS HAVE A PLAN B
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Instruction to the student
Time
Role
Setting
Task: link task to
Objective
Time
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Instruction for Role Player
General instructions
Behave in a normal way
Do not volunteer information
When asked give a full answer
Be serious all the time
Be consistent
Specific instructions
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Instruction for the examiner
Mainly the marking sheet and standards:
link to task and objective
Specific instructions
Not to prompt students
To give question answers when appropriate
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Instruction for the host
Logistics required
SP
Examiner
Bed, chair, laptop
Instruments for the station
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OSCI: Instruction to
student:
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OSCI: Instruction to
student:
These pictures were taken during colonoscopic
evaluation of a 66 years old woman who
presented to the out patient clinic complaining
of a 6-days history of increasing left iliac fossa
pain. She usually suffers from constipation.
The patient is feverish and vomited once. She
had one previous episode 6 months before
which was treated with antibiotics.
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OSCI: Instruction to
student:
1. Describe the pathogenesis of thepresented problem?
2. What are the possible complications?
3. What are the other investigations youmay need to confirm the diagnosis?
4. What treatment would you initiate?
5. How can the patient prevent furtherepisodes?
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OSCI: Instruction to
examiner:
The student has already given the following instruction:
These pictures were taken during colonoscopic evaluation of a 66 years old woman who presented to the out patient clinic complaining of a 6-days history of increasing left iliac fossa pain. She usually suffers from constipation. The patient is feverish and vomited once. She had one previous episode 6 months before which was treated with antibiotics.
Questions: Describe the pathogenesis of the presented problem? What are the possible complications? What are the other investigations you may need to confirm the diagnosis? What treatment would you initiate? How can the patient prevent further episodes?
Please let the student start immediately. You don’t need to repeat the instruction unless the student completely freezes.
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OSCI: Put a mark in the box of each
section and a global mark at the
bottom
Pathogenesis: / 4 Low fiber diet. Low bulk stool. Constipation. Increased intraluminal pressure. Pulsion diverticulae alongside the taenia coli, at
the entry point of the supplying blood vessels.
Complications: / 5 Diverticulitis. Pericolic abscess Colonic stricture. Fistulation: bladder, vagina, skin. Bacterial peritonitis: secondary to rupture of an
abscess. Fecal peritonitis: secondary to perforation of a
diverticulum.
Total: / 20
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OSCI: Put a mark in the box of each
section and a global mark at the
bottom
Pathogenesis: / 4 Low fiber diet. Low bulk stool. Constipation. Increased intraluminal pressure. Pulsion diverticulae alongside the taenia coli, at
the entry point of the supplying blood vessels.
Complications: / 5 Diverticulitis. Pericolic abscess Colonic stricture. Fistulation: bladder, vagina, skin. Bacterial peritonitis: secondary to rupture of an
abscess. Fecal peritonitis: secondary to perforation of a
diverticulum.
Total: / 20
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OSCI: Instruction to site
organizers:
Resources needed:
• Examiner.
• PC with a monitor of adequate resolution.
• Reduced illumination.
Setting up the station:
• Examiner’s chair should be positioned so that he/she can observe student’s face clearly.
• Student’s chair should be positioned facing the PC.
• No desk or table is necessary.
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You still have something to do
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Prior to the start of the OSCE exam
Check that all the necessary material is available at the station
Attend the “Examiner Briefing”
Familiarise yourself with the content of the station
Familiarise yourself with the marking sheet
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During the OSCE exam
Follow the procedure set out in the station description
Mark the students at the end of the time
DO NOT show the candidate his/her mark
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After the OSCE
Review OSCE process
Review OSCE content
Feedback
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Issues to Consider 1/3
Examining in your own specialism?
Should examiners prompt?
Should there be a killer station where a student fails the whole OSCE?
Marking the first candidate too highly
Familiarity with students – objectivity
Appropriate student attire?
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Issues to Consider 2/3
Can stress for students in OSCEs bealleviated?
Use of global marking as opposed to a tickbox [√] system
Objectivity – not deviating from examinerinstructions
Confidentiality – not showing a studenthis/her mark at a station/includingexaminer face/body language
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Issues to Consider 3/3
Arrive 30 minutes before the OSCE starts
Ground rules – e.g. no mobile phones
If student finishes the station early what do you do?
Double stations: communication skills/history taking
Keeping to time at a station
Keeping your own time record
Do not write down student mark until end of OSCE station time
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OSCE weakness
Considerable resources
There is a large time commitment todevelop and run OSCE
Both individual and committee work isneeded
Problem with large numbers
Low test security
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OSCE Strengths
Useful method to evaluate clinicalskills
Can point out flaws in the curriculumand lead to change in teaching
High reliability
Less halo effect.
Overcome the uncontrolled variable
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