Objective structured clinical/practical examination (OSCE/OSPE).

Dept of Surgery, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India.
Journal of Postgraduate Medicine (Impact Factor: 0.97). 39(2):82-4.
Source: PubMed
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Introduction: Combination of didactic lecture, practical demonstration and performing experiments by students is followed in medicine, dentistry and bachelor of pharmaceutical sciences. The purpose of this study was to assess the attitudes of nursing students towards practical demonstration in physiology. Material and Methods: Seventy three nursing students of the first year underwent practical demonstration of Physiology experiments. Students indicated their agreement or disagreement with the 8 items by ticking one of the five alternative responses. Mean attitude scores were calculated for each item and for the total scale. Results: The overall mean attitude score of 3.76 was towards the favourable side. Eighty seven percent of students agreed that practical demonstration reinforces concepts. Eighty nine percent of students found practical demonstration is a good form of learning experience. Conclusion: The introduction of practical demonstration in addition to didactic lectures may help the students in understanding concepts in Physiology.
    09/2013; 7(9):1989-91. DOI:10.7860/JCDR/2013/5648.3374
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The practical examinations in subject-based curriculum have been criticized for lack of relevance and clinical application. We developed competency-based integrated practical examinations (IPEs) for first two years incorporating basic science principles with clinical relevance in our integrated curriculum. To bring relevance to basic science laboratory practical examinations by conducting competency-based IPEs. IPEs were developed according to competency-based blueprinting for each integrated module. Clinical scenarios were used as triggers followed by tasks pertaining to laboratory tests, relevant physical diagnosis and ethics/professional aspects utilizing standardized patients. Checklists were developed for standardized marking. A feedback questionnaire and two focus group discussions were administered to a random group of students from both first and second year students. Faculty members' feedback was also recorded on a questionnaire. Almost all the students agreed that IPE was a useful experience. Eighty-nine percent agreed that it was a fair examination and elicited a lesser degree of psychological stress. Eighty-two percent agreed that IPE encouraged critical thinking and application of knowledge. However, students suggested better organization and longer duration of stations. Faculty members also liked the experience. In conclusion, IPEs were well-received and valued both by students and faculty members.
    Medical Teacher 10/2010; 32(10):e443-7. DOI:10.3109/0142159X.2010.513405 · 2.05 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Delivering IUD services is one of the important competencies that midwifery students must obtain during academic period. As Objective Structured Clinical Examination (OSCE) can be reasonably reliable, valid and objective method for clinical skills assessment, this study was conducted to assess midwiferystudent skill in delivering intrauterine device (IUD) services using a clinical examination and their satisfaction from the OSCE.
    Iranian journal of nursing and midwifery research 16(3).