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Objective Structured Clinical Examination - UNAM

Association for surgical education The Objective Structured Clinical Examination 2nd Edition PREPARED BY THE COMMITTEE ON TESTING AND EVALUATION ASSOCIATION FOR SURGICAL EDUCATION Copyright 2001 - Association for Surgical Education 2 EDITORS James A. McCoy, Hollis W. Merrick, 3 Table of Contents FOREWARD TO THE FIRST FOREWARD TO THE SECOND THE Objective Structured Clinical Examination : PRESENT AND THE COMPONENTS OF THE THE ROLE OF THE OSCE IN THE ASSESSMENT OF STUDENT What is the role of the OSCE?

8 FOREWARD TO THE SECOND EDITION When the first edition of this Manual was published in 1989, the Objective Structured Clinical Examination

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Transcription of Objective Structured Clinical Examination - UNAM

1 Association for surgical education The Objective Structured Clinical Examination 2nd Edition PREPARED BY THE COMMITTEE ON TESTING AND EVALUATION ASSOCIATION FOR SURGICAL EDUCATION Copyright 2001 - Association for Surgical Education 2 EDITORS James A. McCoy, Hollis W. Merrick, 3 Table of Contents FOREWARD TO THE FIRST FOREWARD TO THE SECOND THE Objective Structured Clinical Examination : PRESENT AND THE COMPONENTS OF THE THE ROLE OF THE OSCE IN THE ASSESSMENT OF STUDENT What is the role of the OSCE?

2 18 Why administer OSCEs in the 3rd year clerkship?..20 Disadvantages of administering OSCEs in the junior How we do IMPLEMENTATION OF THE Developing the Coordinating Other Authoring Station Instructions to the Skill assessment Items for post encounter Instructions for the standardized Artifacts and 4 Patient recruitment and Administering the Setting up the Examination IMPLEMENTATION AND USES OF Objective Structured Clinical EXAMINATIONS (OSCE)..36 Organization of an Conducting an OSCE Disadvantages/Limitations of Applications of HOW TO PREPARE AND IMPLEMENT AN Objective Structured Clinical An Example: The 1987 How to Develop an The Coordinating The First The Authoring Guide for Creating a The Instructions to the The History/Physical Examination Checklist (The First Five Minutes).

3 47 The Problem-Solving Questions ( The Second Five Minutes)..48 Instruction for the Standardized Equipment Listing for 5 Patients for the OSCE: Real or Follow-up The Training of the Choosing a Site for the Running the Setting up the Table ADDITIONAL USES FOR References:..85 EARLY FEEDBACK FOR AN MEASUREMENT CONSIDERATIONS IN PLANNING AND EVALUATING AN .. Acknowledgements We thank the Association for Surgical Education and its founders for making this work possible. We thank the authors and member institutions for their expertise in the preparation of this manual.

4 Our special thanks to the coordinators and administrative support staff who have processed, edited and reprocessed this manuscript. Lastly, we are grateful to the many patients who entrust us with their lives daily in practice, teaching and research. May we always strive to serve you with our very best skill, dedication, integrity and compassion. ASE: THE Objective Structured Clinical Examination PAGE 7 7 FOREWARD TO THE FIRST EDITION This Manual is designed to describe some of the basic principles and concepts of the Objective Structured Clinical Examination (OSCE).

5 We hope that it will be useful not only to the Departments of Surgery of our member institutions, but to other Clinical disciplines as well. Hollis W. Merrick, Editor 8 FOREWARD TO THE SECOND EDITION When the first edition of this Manual was published in 1989, the Objective Structured Clinical Examination (OSCE) was a relatively new tool in the effort to obtain an accurate measurement of medical student knowledge and the effectiveness of the surgical clerkship curriculum.

6 Eleven years later, as more and more institutions have accepted its validity and have initiated their own OSCE programs, the need remains for a basic guidebook on the principles and concepts of the OSCE. It is our combined hope that this Manual will prove helpful to all users, novice and experienced alike. James A. McCoy, Hollis W. Merrick, Editors ASE: THE Objective Structured Clinical Examination PAGE 9 9 THE Objective Structured Clinical Examination : PRESENT AND FUTURE Hollis W.

7 Merrick, James A. McCoy, The advent of the Objective Structured Clinical Examination (OSCE) has offered a strikingly new and exciting way of making valid assessments of the Clinical performance of medical students, residents, and fellows. Since its introduction by Dr. Harden and colleagues in 1975, the technique has gained steady and widespread acceptance around the world. Reports in the literature concerning its use come from England, Scotland, Australia, South Africa, Nigeria, the Netherlands, Canada and the United States.

8 The advantages of the Examination are greatly apparent when one reviews the wide spectrum of Clinical tests that can be incorporated into the OSCE. Such tests include multiple choice written questions, reviews of radiographs, use of models, and Examination of simulated or real patients. The breadth of data that can be encompassed in this type of Examination is limited only by the imagination of the examiners. Nevertheless, there are drawbacks to the OSCE. It is cumbersome and expensive to set up, and it requires a great deal of personnel for its implementation.

9 The expense involved in obtaining the Examination site, the use of models or simulated patients, and the time of the examiners, can often be intimidating factors for those considering using an OSCE format for evaluating students, residents, and fellows. The Objective Structured Clinical Examination (OSCE) has in some institutions become a finely tuned instrument used to evaluate Clinical skills, attitudes and behaviors that are considered standards used by practitioners in the care of their patients. It is hoped that the competencies demonstrated by students, residents and fellows in the OSCE will be manifested daily in the lives of their patients as the medical profession struggles to maintain skillful, high quality, competent health care in the United States as managed care continues to erode the doctor-patient relationship.

10 10 This 2nd edition will offer different perspectives and implementation protocols from different institutions. Whereas the core components are the same, the philosophy and implementation by different institutions with varying resources are different. An innovative addition, the Early Feedback OSCE, is presented by the Medical College of Ohio. Merrick, et al. used the computer to compute the student and the residents assessments throughout the Examination . Thus shortly following completion of the Examination , the examinees receive their Objective computer generated assessment.


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