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Related Experiment Videos

Impacting faculty teaching and student performance: nine years' experience with the Objective Structured Clinical

M C Duerson1, L J Romrell, C B Stevens

  • 1Harrell Professional Development and Assessment Center, University of Florida, P.O. Box 100281, Gainesville, FL 32610-0281, USA. mduerson@dean.med.ufl.edu

Teaching and Learning in Medicine
|March 29, 2001
PubMed
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The Objective Structured Clinical Examination (OSCE) improved medical student performance and reduced variability over nine years. This authentic evaluation method provides valuable data for faculty teaching and curriculum planning.

Area of Science:

  • Medical Education
  • Clinical Skills Assessment

Background:

  • Variability in student performance noted by 3rd-year clerkship directors.
  • Need for a standardized evaluation method for 2nd-year medical students.

Purpose of the Study:

  • Evaluate the impact of the Objective Structured Clinical Examination (OSCE) over nine years.
  • Assess effects on faculty teaching, student performance, and curriculum.
  • Analyze data from over 1,000 second-year medical students.

Main Methods:

  • Administered a 20-station OSCE to all 2nd-year medical students.
  • Utilized clinical faculty as evaluators and other medical students as simulated patients.
  • Collected feedback via questionnaires and performance reports for students and faculty.

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Main Results:

  • High positive ratings for the OSCE experience from faculty and examinees.
  • Significant improvement in student performance over the nine-year period.
  • Demonstrated reduction in performance variability and fewer failed stations.

Conclusions:

  • OSCE is a technically feasible and authentic evaluation method.
  • OSCE yields valuable data for student performance assessment.
  • OSCE informs faculty teaching strategies and curriculum development.