BOOK
Essential Guide To Developing, Implementing, And Evaluating Objective Structured Clinical Examination, An (Osce)
Abdulghani Hamza Mohammad | Ponnamperuma Gominda | Amin Zubair
(2014)
Additional Information
Book Details
Abstract
The aim of this book is to provide a comprehensive and practical guide for developing and implementing an Objective Structured Clinical Examination (OSCE) for the medical educators/health sciences educators/tutors/faculty/clinicians/OSCE planners, who are involved in clinical teaching and assessment of students, trainees and residents. The book starts with the essential theoretical foundation before progressing to the practical implementation steps. It contains a good balance of medical education research and practical tips to provide readers an easy to digest, yet comprehensive, guide for the implementation of OSCE as an appropriate assessment tool.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| CONTENTS | xiii | ||
| Foreword | v | ||
| References | viii | ||
| Acknowledgments | ix | ||
| Preface | xi | ||
| Chapter 1 The Birth and Propagation of the OSCE | 1 | ||
| The Birth | 2 | ||
| OSCE as a Global Phenomenon | 6 | ||
| Summary | 7 | ||
| References | 8 | ||
| Chapter 2 The OSCE in the Context of a Holistic Assessment | 9 | ||
| How Does the OSCE Fit into Overall Assessment? | 10 | ||
| Basic Configuration of an OSCE | 12 | ||
| Why is an OSCE Preferable Over Traditional Clinical Examinations? | 15 | ||
| Advantages of the OSCE | 17 | ||
| Disadvantages of the OSCE | 18 | ||
| OSCE, Short Cases, and the Mini-CEX | 18 | ||
| OSCE Pretenders or Imitation OSCEs | 19 | ||
| Summary | 21 | ||
| References | 21 | ||
| Chapter 3 Value of the OSCE as an Assessment Tool | 23 | ||
| Validity | 24 | ||
| Reliability | 27 | ||
| Diagonal Sampling Strategy to Improve Validity and Reliability | 28 | ||
| Educational Impact | 30 | ||
| Acceptability | 33 | ||
| Cost | 34 | ||
| Summary | 34 | ||
| References | 35 | ||
| Chapter 4 Selecting the Skills to be Tested in an OSCE through Blueprinting | 37 | ||
| Basic Concepts of Blueprinting | 38 | ||
| Master Blueprint | 40 | ||
| OSCE Blueprint | 44 | ||
| Further Specifications | 51 | ||
| Site of Care | 52 | ||
| Age and Gender of the Patients | 52 | ||
| Nature of Clinical Problems | 52 | ||
| Summary | 54 | ||
| References | 54 | ||
| Chapter 5 Utilizing Different Formats of OSCE for Greater Efficiency | 55 | ||
| Formative and Summative OSCEs | 55 | ||
| Active and Static Stations | 56 | ||
| Couplet or Linked Stations | 58 | ||
| Long-Station OSCEs | 59 | ||
| Objective Structured Practical Examination | 60 | ||
| Summary | 62 | ||
| References | 63 | ||
| Chapter 6 Writing OSCE Stations | 65 | ||
| Forming the Team to Write the OSCE Station | 65 | ||
| Developing Instructions to the Candidate | 66 | ||
| Developing Instructions to the Simulated and Standardized Patients | 68 | ||
| Developing Instructions to the Examiners | 71 | ||
| Preparing Equipment and Materials | 73 | ||
| Summary | 76 | ||
| References | 76 | ||
| Chapter 7 Creating a Scoring Template for Assigning Marks | 77 | ||
| Purpose of a Scoring Template | 78 | ||
| Different Formats of Itemized Checklists | 78 | ||
| Qualitative Comments | 84 | ||
| Generic Marking Template | 85 | ||
| Global Rating | 87 | ||
| Summary | 90 | ||
| References | 91 | ||
| Chapter 8 Preparing Patients for the OSCE | 93 | ||
| Balance between Standardization and Authenticity | 95 | ||
| Degree of Realism as Portrayed by the Patients | 96 | ||
| Nature of Tasks to be Tested | 98 | ||
| Purpose of the OSCE | 99 | ||
| Logistics and Practical Considerations | 100 | ||
| Preparing Real Patients for the OSCE | 100 | ||
| Adherence to the Blueprint | 100 | ||
| Equivalency in Examination | 102 | ||
| Preparation of Case Summary | 102 | ||
| Briefing of Patients | 102 | ||
| Briefing of Examiners | 103 | ||
| Instructions to the Examinee | 103 | ||
| Marking Template | 103 | ||
| Verification of Findings on the Day of Examination | 104 | ||
| Recruiting and Training Simulated Patients for the OSCE | 104 | ||
| Summary | 106 | ||
| References | 106 | ||
| Chapter 9 Preparing Simulators for the OSCE | 109 | ||
| Simulators and Simulation in Medical Education | 110 | ||
| Range of Simulators and Simulation | 112 | ||
| Skills that can be Tested in the OSCE with Simulators | 113 | ||
| Summary | 118 | ||
| References | 119 | ||
| Chapter 10 Preparing the Groundwork for Conducting an OSCE | 121 | ||
| Faculty Training | 121 | ||
| Selecting Examiners for an OSCE | 123 | ||
| Examiners’ Briefing | 125 | ||
| Students’ Briefing | 127 | ||
| Pilot Run | 127 | ||
| Checklist for the Day of the OSCE | 129 | ||
| OSCE Administration | 130 | ||
| Security | 130 | ||
| Summary | 131 | ||
| References | 131 | ||
| Chapter 11 Determining Passes and Fails in an OSCE | 133 | ||
| Basic Concepts and Principles of Standard Setting | 133 | ||
| Classical Borderline Group Method of Standard Setting | 137 | ||
| Can You Calculate the Pass Mark for this Station? | 140 | ||
| Limitations of the Classical Borderline Group Method | 140 | ||
| Borderline Regression Method | 140 | ||
| Summary | 142 | ||
| References | 142 | ||
| Chapter 12 Post-Assessment Quality Assurance | 143 | ||
| Quantitative Data (Item Analysis) | 144 | ||
| Facility Index | 144 | ||
| Discrimination Index | 145 | ||
| Item-wise Reliability Statistics | 147 | ||
| Interpreting the Three Indicators in Unison | 147 | ||
| Item Analysis Using Advanced Psychometric Theories | 153 | ||
| Qualitative Data (Feedback) | 154 | ||
| Feedback from Candidates | 154 | ||
| Feedback from Examiners | 155 | ||
| Feedback from Simulated Patients | 155 | ||
| Utilization of Data | 156 | ||
| Summary | 156 | ||
| References | 157 | ||
| Chapter 13 Feedback, Moderation, and Banking | 159 | ||
| Feedback to the Curriculum Committee | 159 | ||
| Feedback to the Candidate | 160 | ||
| Moderation of Marks | 161 | ||
| Banking of OSCE Stations | 162 | ||
| Summary | 164 | ||
| References | 164 | ||
| Chapter 14 Helping Poorly Performing Students in an OSCE | 165 | ||
| Importance of Remediation | 165 | ||
| Reasons for Poor Performance in an OSCE | 166 | ||
| Customization of Remediation Strategies | 169 | ||
| Referral | 170 | ||
| Identification of Problems | 170 | ||
| Developing a Plan of Action | 172 | ||
| Retesting of the Candidates After Remediation | 173 | ||
| Challenges in Remediation | 174 | ||
| Summary | 174 | ||
| References | 175 | ||
| Chapter 15 OSCE as a Tool for the Selection of Applicants | 177 | ||
| Appendix 15.1 An Example of a Selection OSCE Station | 185 | ||
| Instructions to the Candidate | 185 | ||
| Instructions to the Simulated Friend | 185 | ||
| Instructions to the Examiner | 186 | ||
| List of Equipment | 188 | ||
| The Flexibility of the OSCE Format | 177 | ||
| How to Develop a Selection OSCE | 179 | ||
| Evaluating the Utility of the Selection OSCE | 182 | ||
| Strengths and Limitations of the Selection OSCE | 183 | ||
| Summary | 183 | ||
| References | 184 | ||
| Chapter 16 Frequently Asked Questions about the OSCE | 189 | ||
| What is the Optimum Number of Stations in an OSCE? | 189 | ||
| What Should be the Length of Each Station? | 189 | ||
| Should there be Two Examiners per Station or One Examiner per Station? | 190 | ||
| Can We have an OSCE with Variable Durations of Stations? | 190 | ||
| Do We Need to have a Rest Station in an OSCE? | 191 | ||
| Do We Need Expert Examiners for an OSCE? | 191 | ||
| Can We Include Non-Physicians as OSCE Examiners? | 191 | ||
| Should the Patient Mark the OSCE Station? | 192 | ||
| Should the Examiners Provide Feedback to the Candidate during the OSCE? | 192 | ||
| Should the Examiners Ask Questions of the Candidate during the OSCE? | 192 | ||
| Can We have Real Patients in an OSCE? | 193 | ||
| Can We Use Clinical Photographs in an OSCE? | 193 | ||
| Should there be Any “Killer” Stations in an OSCE? | 193 | ||
| Can We have Two OSCE Stations that are Linked Together? | 194 | ||
| Which One of the Two Marking Methods, Checklist or Rating, is Superior? | 194 | ||
| How Many Items Should a Checklist Contain? | 195 | ||
| How Can We Determine the Pass/Fail Mark of the OSCE? | 195 | ||
| How Do We Maintain Examination Security when there are Multiple Sessions? | 195 | ||
| How Should We Select a Venue for the OSCE? | 196 | ||
| How Can We Run an OSCE Over Two Days? | 196 | ||
| Can We Videotape OSCE Stations? | 197 | ||
| How Much Time do We Need to Prepare for an OSCE? | 197 | ||
| Index | 199 | ||
| Authors’ Biographies | 203 |