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An implementation strategy for introducing an OSCE into a dental school.
M Schoonheim-Klein1, A D Walmsley, L Habets
1Department of Periodontology, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands. m.schoonheim@acta.nl
Summary
A stepwise implementation strategy successfully introduced the Objective Structured Clinical Examination (OSCE) in a dental school, fostering staff and student cooperation for clinical competency assessment.
Area of Science:
- Medical Education
- Dental Education
- Assessment Methods
Background:
- The Objective Structured Clinical Examination (OSCE) assesses clinical competencies through test-stations.
- Introducing OSCEs in dental schools requires managing change and potential staff/student resistance.
- An effective implementation strategy is crucial for successful adoption and cooperation.
Purpose of the Study:
- To evaluate an implementation strategy for a new Objective Structured Clinical Examination (OSCE) in a dental school.
- To measure staff and student attitudes towards OSCE as a clinical assessment method.
- To assess the effectiveness of a stepwise behavior change approach.
Main Methods:
- A stepwise strategy using information, participation, and commitment was employed.
- Staff participated in a mini-OSCE, followed by questionnaires on attitudes.
- Pilot and final OSCEs were conducted with staff and students, with subsequent evaluations.
Main Results:
- Staff attitudes towards OSCE significantly improved (P = 0.001).
- While student attitudes were lower than staff, survey results indicated favorable acceptance of OSCE.
- The implementation strategy achieved positive acceptance for OSCE in clinical competency assessment.
Conclusions:
- The stepwise implementation strategy was effective in introducing OSCE.
- The strategy successfully gained cooperation from staff and departments, minimizing resistance to change.
- The study achieved its objective of fostering acceptance for OSCE in dental clinical assessment.