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Using OSCE-based evaluation: curricular impact over time.

Rosemarie R Zartman1, Alton G McWhorter, N Sue Seale

  • 1Department of Pediatric Dentistry, Baylor College of Dentistry, Texas A&M University System Health Science Center, Dallas, TX 75266-0677, USA. rzartman@tambcd.edu

Journal of Dental Education
|January 11, 2003
PubMed
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The Objective Structured Clinical Examination (OSCE) provides valuable feedback for dental students, highlighting areas of confusion and assessing competency. While time-intensive, this performance assessment method significantly impacts teaching and curriculum development.

Area of Science:

  • Dental Education
  • Medical Simulation
  • Performance Assessment

Background:

  • The Objective Structured Clinical Examination (OSCE) is increasingly adopted for performance evaluation in dentistry.
  • Baylor College of Dentistry (BCD) integrated OSCEs into its pediatric dentistry curriculum starting in 1995.

Purpose of the Study:

  • To describe the evolution and impact of OSCE implementation in a pediatric dentistry curriculum.
  • To analyze the challenges and benefits of using OSCEs for dental student assessment.

Main Methods:

  • Review of the historical implementation of OSCEs at BCD.
  • Analysis of logistical, curricular, and assessment aspects of the OSCE program.
  • Discussion of student anxiety and exam design considerations.

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Main Results:

  • OSCEs offer detailed feedback on student understanding and identify learning gaps.
  • The OSCE format reveals limitations in the amount of information students can master within a set timeframe.
  • High student anxiety is a notable factor in timed, interactive OSCEs.

Conclusions:

  • OSCEs are a valuable tool for assessing dental student competency and guiding curriculum improvement.
  • Addressing student anxiety is crucial for effective OSCE implementation.
  • The BCD experience provides a foundation for future OSCE research and curricular enhancement.