Objective Structured Clinical Examination (OSCE) – assessment of competence and supporting reflective learning in dental education

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Objective Structured Clinical Examination (OSCE) – assessment of competence and supporting reflective learning in dental education

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Title Objective Structured Clinical Examination (OSCE) – assessment of competence and supporting reflective learning in dental education
Author(s) Christersson, Cecilia ; Petersson, Kerstin ; Jansson, Henrik ; Hellén-Halme, Kristina ; Kinnby, Bertil ; Karlander Lilja, Eva
Date 2010
English abstract
OSCE allow assessment of dental students’ clinical competence and students’ reflection in- and on-action. It is a clinically relevant and appreciated assessment method which makes students immediately aware of achieved competence. There is a positive correlation between the student’s performance and how precise the students define the competences. Learning in context and early patient contact are valued learning conditions in a problem based (PBL) dental curriculum. Assessment methods that emphasize reflection on competence may be effective not only in enhancing student self-directed life-long learning but also in addressing quality of performance during education. The OSCE model has through a staff implementation program been adapted to allow assessment of dental students’ clinical competence and students’ reflection in-action and on-action. The staff has been participants in a serie of seminars on OSCE together with work shops. An examination board decides on the particular competences to be assessed in the examination of dental students in the sixth semester (total 10 semesters). All departments that have been involved in the dental program so far are requested to design three stations that are assessing at least three of the actual competences. A blueprint is put together by matching each competence with a minimum of three different stations. The board decides on what stations to combine in the examination. For each station an assessment protocol defines performance criteria together with three grade levels (pass, weak, fail), which is pre-submitted to the board. Stations with staff attendance should preferable be in majority. The task at each station should be clearly stated, be clinically relevant, and be performed within 10 minutes. Stations are designed to allow students to perform competence on both the know-how and the know-why level. Students will at the end of the OSCE fill out a form where they specify what type of competence they consider that they have been demonstrating at each of the stations. Students will receive a result sheet where the assessment of the performance of the particular competence at each station is reported together with their own suggested competence for that station. If a student fail any station the specific competence for that station has to be demonstrated by the student within a pre-stated time period. Those students that fail more than three stations have to be re-examined in a new OSCE. Students state that OSCE is a highly appreciated assessment method since it is clinically relevant and that they become immediately aware of achieved competence level at each station. There is a positive correlation between the student’s performance and how precise the students define the competences at each station. Additionally, an intense learning activity among the students is noted a couple of weeks prior to examination.
Link http://nu2010.se/doc/NU2010_Katalog.pdf#page=14 (external link to publication)
Host/Issue Program : NU2010 : Dialog för lärande
Pages p 101
Language eng (iso)
Subject(s) Medicine
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Note NU2010 Dialog för lärande, 13-15 oktober 2010, Stockholm
Handle http://hdl.handle.net/2043/11381 (link to this page)
Link http://www.nu2010.se/ (external link to related web page)

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