Dental Staff Members' Perception Regarding Objective Structured Clinical Examination (OSCE): An Experience from Saudi...

Background: The Objective Structured Clinical Examination (OSCE) is a widely used assessment tool in education in the health profession. Understanding faculty perceptions of the OSCE regarding fairness, validity, reliability, and effectiveness is essential to enhancing its implementation in dental education in Saudi Arabia. Objective: To assess dental faculty members' perceptions of the OSCE as an assessment method in Saudi Arabia, focusing on its fairness, reliability, validity, and effectiveness compared to other assessment formats. Methods: A cross-sectional analytical survey-based study was conducted among dental faculty members across 11 dental colleges in Saudi Arabia. A modified validated questionnaire was distributed electronically through the college deans to faculty members. Responses were analyzed using SPSS v25, applying descriptive and inferential statistics (chi-square test, significance set at p ≤ 0.05). Results: A total of 181 faculty responses from 11 Saudi dental colleges indicated broad support for the OSCE as a fair (78.3%), well-structured (71.1%), and comprehensive assessment of clinical skills (70%). While nearly half found it less stressful than other formats, 30% still perceived it as intimidating. Faculty agreed that OSCE tasks reflected taught content (65.9%), instructions were clear (75.7%), and scores were largely standardized and unbiased (63.9-72.9%). Compared with other assessment methods, essays/ short-answer questions (SAQs) were viewed as most effective for learning, but the OSCE was most favored for continued use in clinical training (52.8%). Conclusions: Faculty members in Saudi dental schools generally view the OSCE as a fair, valid, and effective assessment method. Despite concerns about student preparedness and perceived difficulty, the OSCE is endorsed as a key tool for evaluating clinical competencies. Addressing these concerns may further enhance its educational value and implementation.