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[Adoption of OSCE Examination Procedures in Ophthalmology]
J Kampmeier1, T Rau, H Liebhardt
1Universitätsklinikum Ulm, Augenklinik, Prittwitzstrasse 43, Ulm. juergen.kampmeier@uniklinikulm.de
Klinische Monatsblatter Fur Augenheilkunde
|November 26, 2010
Summary
The objective structured clinical examination (OSCE) in ophthalmology education is a valid assessment tool that improves student learning. However, it is resource-intensive, requiring careful planning for effective implementation.
Area of Science:
- Ophthalmology Education
- Medical Simulation
- Clinical Skills Assessment
Context:
- Optional ophthalmology activity for medical students at the University of Ulm.
- Focus on deepening theoretical knowledge and standard diagnostic procedures.
- Introduction of Objective Structured Clinical Examination (OSCE) in summer semester 2009.
Purpose:
- To assess the validity and acceptance of the OSCE as a tool for ophthalmology clinical skills evaluation.
- To evaluate the impact of OSCE on student learning behavior.
- To analyze the resource requirements and efficacy of OSCE in an academic ophthalmology department.
Summary:
- Four examination areas using simulation patients and phantom heads were developed.
- Assessment emphasized communication skills and professional task handling.
- Student and examiner feedback indicated validity and positive effects on learning, despite being time- and resource-consuming.
Impact:
- OSCE is accepted by teaching staff when well-planned and structured.
- Student acceptance is linked to valid assessment and reviewed teaching conditions.
- The high resource input necessitates critical discussion regarding efficacy and budget allocation for ophthalmology education.
