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Related Experiment Videos

The emperor's new clothes: the OSCE reassessed

B E Mavis1, R C Henry, K S Ogle

  • 1Office of Medical Education Research and Development, College of Human Medicine, Michigan State University, East Lansing 48824-1316, USA. mavis@pilot.msu.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|May 1, 1996
PubMed
Summary

Medical schools face challenges with objective structured clinical examinations (OSCEs). Alternative performance-based assessments, closely linked to the curriculum, are being explored to better evaluate student competency.

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Area of Science:

  • Medical Education
  • Assessment Methods
  • Health Professions Education

Background:

  • Growing concerns regarding knowledge-based assessments of medical student competency.
  • Objective Structured Clinical Examinations (OSCEs) are increasingly favored for evaluating student abilities.
  • Faculty at Michigan State University's College of Human Medicine identified limitations with OSCE implementation.

Purpose of the Study:

  • To reflect on the challenges and potential alternatives to traditional OSCEs for assessing medical student performance.
  • To explore innovative performance-based assessment strategies within a specific medical school context.
  • To consider assessment methods aligned with institutional curricular and organizational principles.

Main Methods:

  • Reflective essay based on faculty discussions and considerations regarding OSCE implementation.

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  • Analysis of technical limitations of OSCEs, including generalizability and curriculum linkage.
  • Exploration of alternative assessment models tailored to institutional needs.

    • Main Results:

    • Identification of significant technical limitations associated with OSCEs.
    • Concerns regarding the adaptability of OSCEs to specific institutional contexts.
    • Emergence of alternative assessment strategies focusing on smaller, curriculum-integrated events.

    Conclusions:

    • OSCEs may not be universally suitable for all medical education settings due to inherent limitations.
    • Alternative performance-based assessments, closely tied to the curriculum, offer a promising approach.
    • Medical schools should consider context-specific assessment designs that support student improvement and align with educational goals.