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Surveying Students' Attitudes During the OSCE
Ruth Allen1, Jeanne Heard, Mildred Savidge
1Office of Educational Development, University of Arkansas for Medical Sciences, Slot 595, 4301 W. Markham St., Little Rock, AR 72205-7199, USA; E-mail:
Advances in Health Sciences Education : Theory and Practice
|October 19, 2002
Summary
Medical students reported high confidence in clinical skills and valued faculty feedback during Objective Structured Clinical Examinations (OSCE). Findings suggest curriculum adjustments for better preparation and student support.
Area of Science:
- Medical Education
- Clinical Skills Assessment
Background:
- Objective Structured Clinical Examination (OSCE) is a key assessment tool.
- Understanding student perspectives on OSCEs is crucial for curriculum development.
Purpose of the Study:
- To assess medical students' attitudes, confidence levels, and perceptions of faculty feedback during an OSCE.
- To identify areas for curricular improvement based on student feedback.
Main Methods:
- A survey with Likert-type and open-ended questions was administered to 138 sophomore medical students.
- Quantitative analysis of Likert data and qualitative analysis of open-ended responses were performed.
Main Results:
- Students demonstrated high confidence in physical examinations and history-taking.
- Faculty feedback was perceived as helpful and informative.
- Students reported nervousness during the OSCE, highlighting the need for stress management.
Conclusions:
- The study provides insights into student experiences with OSCEs.
- Results support potential curricular modifications for the OSCE and Introduction to Clinical Medicine course.
- Addressing student stress and enhancing feedback mechanisms are recommended.