Perception by Feedback Analysis of Objective Structured Clinical Examinations (OSCE) As An Assessment Tool in Competency Based Medical Education for Post Graduate Students in Teaching Institute
Perception By Feedback Analysis of Objective Structured Clinical Examinations (OSCE)
DOI:
https://doi.org/10.70284/njirm.v8i6.1331Keywords:
Objective structured clinical examination, Feedback analysis, Likert scale, Formative assessment, summative assessment, competency based medical educationAbstract
Context: There is an increasing tendency to use Objective Structured Clinical Examination (OSCE) as an assessment tool of clinical performance in competency based medical education. Aims: To determine the perception of faculty and learner for OSCE as an assessment tool by feedback analysis. Settings and Design: A quantitative, analytical research design was used. A well-organized comprehensive OSCE stations were arranged to assess the clinical skills of post graduates medicine students of the teaching hospitals. Methods: The practical performance skill of a randomly selected 10 medicine post graduate student were assessed by OSCE after subjected to clinical based 10 OSCE stations. The clinical tasks chosen for the OSCE was mapped in to the learning objectives of the postgraduate course. Statistical analysis: Statistical analysis was done by using the SPSS version 16. Results: We assessed feedback by structured questionnaires (5-point Likert scale) from the examiners and students for their individual perception of about OSCE. Among the students, total 70% were strongly agree and 30% were agree for OSCE as a better assessment tool than traditional methods. Among examiners (observer), total 60% were strongly agree, 30% were agree and 10% were undecided for conduct of OSCE. Conclusions: The OSCE was rated strongly in favor as clinical assessment tool in present study and yields dependable information about the performance capabilities of competencies of post graduate student and can be utilized as an assessment tool in both formative and summative assessment. [Virendra P NJIRM 2017; 8(6):46-54]
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