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Use of computer technology to modify objective structured clinical examinations.
Lavern J Holyfield1, Kenneth A Bolin, Kathleen V Rankin
1Baylor College of Dentistry, Department of Public Health Sciences, Texas A&M University System Health Science Center, Dallas, TX 75246, USA. LHolyfield@bcd.tamhsc.edu
Journal of Dental Education
|October 6, 2005
Summary
A modified computer-based objective structured clinical examination (OSCE) effectively assesses all dental students simultaneously. This innovative approach reduces disruption and faculty requirements compared to traditional OSCEs.
Area of Science:
- Dental Education
- Medical Simulation
- Assessment Methods
Background:
- Traditional objective structured clinical examinations (OSCEs) in dentistry involve multistationed assessments.
- The conventional OSCE format often requires splitting the class and results in significant student disruption.
- Assessing students' integrated knowledge, skills, and attitudes is crucial in preclinical and clinical training.
Purpose of the Study:
- To modify the traditional OSCE format for a third-year Preventive Dentistry course.
- To implement computer technology to allow simultaneous assessment of the entire class.
- To reduce disruption and improve the efficiency of administering clinical examinations.
Main Methods:
- A traditional 12-station OSCE was adapted using computer technology (PowerPoint presentation).
- Students remained stationary while the examination stations were presented digitally.
- Data interpretation, diagnostic skills, and interpersonal skills were assessed in both formats.
Main Results:
- The computer-based OSCE allowed the entire class to be assessed in a single session.
- The modified exam reduced overall chaos, faculty-to-student ratio, and total administration time.
- Identical instructions and time allotments ensured standardized assessment conditions for all students.
Conclusions:
- Computer-based OSCEs offer a more efficient and less disruptive method for assessing dental students.
- This technological integration facilitates objective assessment of the entire class concurrently.
- The modified approach requires fewer faculty resources and less class time.