Related Experiment Videos
Running an objective structured clinical examination on a shoestring budget
D Poenaru1, D Morales, A Richards
1Department of Surgery, Faculty of Medicine, Queen's University, Kingston, Ontario.
This study looked at how to run an objective structured clinical examination (OSCE) with a low budget. OSCEs are important for assessing medical students' clinical skills, but they are often expensive. The study found that by using standardized patients carefully and relying on academic faculty for preparation and marking, the cost per student could be reduced to CDN$70. This is much lower than the typical CDN$200 to CDN$300 per student. The researchers concluded that OSCEs can be implemented effectively even in smaller institutions with limited resources. Their findings suggest that cost should not prevent the use of OSCEs in medical education.
Area of Science:
- Medical education assessment
- Cost-effectiveness analysis in healthcare
- Undergraduate clinical skills evaluation
Background:
Implementing objective structured clinical examinations (OSCEs) is often hindered by high costs. Previous studies have shown that OSCEs typically cost between CDN$200 and CDN$300 per candidate. Some estimates suggest hidden administrative costs can push the total to CDN$900 per student. These figures raise concerns about feasibility in smaller institutions with limited budgets. Prior research has not fully addressed cost-saving strategies for OSCEs. This gap motivated the need to explore practical and affordable implementation methods. Limited resources often prevent smaller institutions from adopting OSCEs. The current study aims to address this issue by analyzing a cost-effective approach. Understanding cost drivers is essential for broader adoption of OSCEs.
Purpose Of The Study:
The study aimed to evaluate the cost-effectiveness of OSCEs in a resource-limited setting. It focused on a third-year medical class of 72 students. The goal was to identify strategies that reduce OSCE costs without compromising quality. The researchers sought to determine if OSCEs could be implemented at lower costs. They examined a specific OSCE model with 18 stations and 6-minute time limits. The study aimed to quantify the total cost per student. It also aimed to highlight factors that contribute to cost savings. The findings could help institutions with limited budgets adopt OSCEs.
Main Methods:
The study conducted a cost analysis over two years at one institution. It involved an 18-station OSCE with a 6-minute time limit per station. The OSCE was administered to a third-year medical class of 72 students. Researchers tracked all expenses related to preparation and administration. They categorized costs into direct and administrative expenses. Standardized patients were used sparingly to reduce costs. Academic faculty members were responsible for station preparation and marking. The study also examined administrative cost reductions through strategic planning.
Main Results:
The total cost of the OSCE was CDN$5,010, resulting in a per-student cost of CDN$70. This is significantly lower than the average CDN$200 to CDN$300 per student. The study found that judicious use of standardized patients contributed to cost savings. Academic faculty involvement reduced marking and preparation costs. Administrative expenses were minimized through efficient planning. The study demonstrated that OSCEs can be implemented at lower costs. The cost per student was reduced by 77% compared to the average. These findings suggest OSCEs are feasible even in smaller institutions.
Conclusions:
The study found that OSCEs can be implemented with reasonable costs and limited resources. The per-student cost of CDN$70 is much lower than previously reported averages. The key factors included efficient use of standardized patients and academic faculty. The findings suggest that cost should not be a major obstacle to OSCE implementation. Institutions with limited budgets can adopt OSCEs effectively. The study highlights the importance of strategic planning and resource allocation. Cost savings were achieved without compromising the quality of the OSCE. These results support broader adoption of OSCEs in medical education.
Frequently Asked Questions
The study found that judicious use of standardized patients and academic faculty significantly reduced costs.
The OSCE was administered to a third-year medical class of 72 students.
The total cost was CDN$5,010, resulting in a per-student cost of CDN$70.
Hidden administrative costs include expenses not directly tied to station preparation or marking.
Prior studies report an average cost of CDN$200 to CDN$300 per student.
The study suggests that cost should not be a major obstacle to implementing OSCEs in medical education.