[Adoption of OSCE Examination Procedures in Ophthalmology]

The department of ophthalmology at the medical faculty of the University of Ulm provides additionally for interested students in clinical semesters an optional activity. In small groups the students deepen their theoretical knowledge and learn more about ophthalmological diagnostic standard procedures. The "objective structured clinical examination" (OSCE) is known as a useful tool in the assessment of clinical skills. The OSCE is a well-established and valid examination method, but also time-consuming and costly. In form of a trial the OSCE was launched during the optional activity "Look into my eyes, baby"; in the summer semester 2009.

By means of four examination areas established diagnostic methods in ophthalmology were tested. During the tests two simulation patients as well as two phantom heads for ophthalmological examinations were assessed. The preparation of the examination materials occurred in close collaboration with the department of ophthalmology and the division exam development of our university. In the assessment of the examinations a high value was set on good communication skills between students and simulation patients as well as on the professional handling of the student tasks. After the examinations the acceptance of the test methods was evaluated using a focused group interview between the students of the optional activity and the participating examiners.

We performed two OSCEs involving three students each in the last two semesters. The OSCE was to a great extent time- and resource-consuming, due to the intensive pre- and post-reviewing and the time students needed to pass the various examination areas. Students and examiners as well confirmed the validity of the assessment and acknowledged a positive effect on the students learning behaviour.

The teaching staff members are willing to accept the OSCE, especially when the assessment procedures are thoroughly planned and well structured. The acceptance of the students can be achieved by providing valid assessment and reviewed teaching conditions. The high input in personnel and instrumental resources for the assessment and the student's individual supervision should be critically discussed in the light of the efficacy of the additional ongoing hospital and outpatient services and the personnel-relevant education budget assigned to the department of ophthalmology of a university.