An integrative OSCE methodology for enhancing the traditional OSCE program at Taipei medical university ospital - A feasibility study

Che-Wei Lin, Daniel L. Clinciu, Mark H. Swartz, Chien Chih Wu, Gi Shih Lien, Cho Yu Chan, Fei Peng Lee, Yu Chuan Li

研究成果: 雜誌貢獻文章

3 引文 (Scopus)

摘要

Background: Continuous development and use of new technologies and methodologies are key features in improving the learning, performance, and skills of medical students and students of all health care professions. Although significant improvements in teaching methodologies have been made in all areas of medicine and health care, studies reveal that students in many areas of health care taking an objective structured clinical examination (OSCE) express difficulties. Thus, this study was planned as a feasibility study to assess the educational effectiveness of an integrated objective structured clinical examination (iOSCE) using both standardized patients and virtual patients. Methods. Thirty (30) medical students in their first year of internship at Taipei Medical University volunteered to be part of a feasibility study for demonstrating the concept of iOSCE. They divided themselves into five groups of six students each and were requested to evaluate two cases: 1) a patient with abdominal pain and 2) a patient with headache using a combination of a standardized patient and a virtual patient. For each of the two cases, five stations were designed in which students were given ten minutes per station leading to a final diagnosis and concluded with a debriefing. The five stations were:.• Station 1) Interacting with the standardized patient.• Station 2) Writing the patient note and developing a differential diagnosis.• Station 3) Selecting appropriate laboratory and imaging studies.• Station 4) Making a final diagnosis and stating the evidence for it.• Station 5) Having the debriefing.Each group of 6 students was assigned 2 hours per day for each case. All participants completed a survey regarding the usefulness and efficiency of the iOSCE. Results: All medical students (30/30; 100%) found the iOSCE program to be very satisfactory, and all expressed that they would like to have further iOSCE experiences if given the opportunity. In terms of ease and helpfulness, the students rated the program an average of 4.4 for the 1st case (abdominal pain) and 4.5 for the 2nd case (headache) on a scale of 1-5, with 5 being the highest and 1 being the lowest score. Conclusions: The participants felt that the iOSCE program can offer certain advantages over the traditional OSCE with the SP alone. They cited that the iOSCE provided improved clarity of what was being assessed as well as providing an opportunity to improve their diagnostic reasoning.
原文英語
文章編號102
期刊BMC Medical Education
13
發行號1
DOIs
出版狀態已發佈 - 2013

指紋

Feasibility Studies
examination
university
methodology
Students
Medical Students
medical student
student
Delivery of Health Care
Abdominal Pain
Headache
pain
health care profession
health care
Health Occupations
learning performance
Internship and Residency
internship
Teaching
Differential Diagnosis

ASJC Scopus subject areas

  • Medicine(all)
  • Education

引用此文

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abstract = "Background: Continuous development and use of new technologies and methodologies are key features in improving the learning, performance, and skills of medical students and students of all health care professions. Although significant improvements in teaching methodologies have been made in all areas of medicine and health care, studies reveal that students in many areas of health care taking an objective structured clinical examination (OSCE) express difficulties. Thus, this study was planned as a feasibility study to assess the educational effectiveness of an integrated objective structured clinical examination (iOSCE) using both standardized patients and virtual patients. Methods. Thirty (30) medical students in their first year of internship at Taipei Medical University volunteered to be part of a feasibility study for demonstrating the concept of iOSCE. They divided themselves into five groups of six students each and were requested to evaluate two cases: 1) a patient with abdominal pain and 2) a patient with headache using a combination of a standardized patient and a virtual patient. For each of the two cases, five stations were designed in which students were given ten minutes per station leading to a final diagnosis and concluded with a debriefing. The five stations were:.• Station 1) Interacting with the standardized patient.• Station 2) Writing the patient note and developing a differential diagnosis.• Station 3) Selecting appropriate laboratory and imaging studies.• Station 4) Making a final diagnosis and stating the evidence for it.• Station 5) Having the debriefing.Each group of 6 students was assigned 2 hours per day for each case. All participants completed a survey regarding the usefulness and efficiency of the iOSCE. Results: All medical students (30/30; 100{\%}) found the iOSCE program to be very satisfactory, and all expressed that they would like to have further iOSCE experiences if given the opportunity. In terms of ease and helpfulness, the students rated the program an average of 4.4 for the 1st case (abdominal pain) and 4.5 for the 2nd case (headache) on a scale of 1-5, with 5 being the highest and 1 being the lowest score. Conclusions: The participants felt that the iOSCE program can offer certain advantages over the traditional OSCE with the SP alone. They cited that the iOSCE provided improved clarity of what was being assessed as well as providing an opportunity to improve their diagnostic reasoning.",
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AU - Wu, Chien Chih

AU - Lien, Gi Shih

AU - Chan, Cho Yu

AU - Lee, Fei Peng

AU - Li, Yu Chuan

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N2 - Background: Continuous development and use of new technologies and methodologies are key features in improving the learning, performance, and skills of medical students and students of all health care professions. Although significant improvements in teaching methodologies have been made in all areas of medicine and health care, studies reveal that students in many areas of health care taking an objective structured clinical examination (OSCE) express difficulties. Thus, this study was planned as a feasibility study to assess the educational effectiveness of an integrated objective structured clinical examination (iOSCE) using both standardized patients and virtual patients. Methods. Thirty (30) medical students in their first year of internship at Taipei Medical University volunteered to be part of a feasibility study for demonstrating the concept of iOSCE. They divided themselves into five groups of six students each and were requested to evaluate two cases: 1) a patient with abdominal pain and 2) a patient with headache using a combination of a standardized patient and a virtual patient. For each of the two cases, five stations were designed in which students were given ten minutes per station leading to a final diagnosis and concluded with a debriefing. The five stations were:.• Station 1) Interacting with the standardized patient.• Station 2) Writing the patient note and developing a differential diagnosis.• Station 3) Selecting appropriate laboratory and imaging studies.• Station 4) Making a final diagnosis and stating the evidence for it.• Station 5) Having the debriefing.Each group of 6 students was assigned 2 hours per day for each case. All participants completed a survey regarding the usefulness and efficiency of the iOSCE. Results: All medical students (30/30; 100%) found the iOSCE program to be very satisfactory, and all expressed that they would like to have further iOSCE experiences if given the opportunity. In terms of ease and helpfulness, the students rated the program an average of 4.4 for the 1st case (abdominal pain) and 4.5 for the 2nd case (headache) on a scale of 1-5, with 5 being the highest and 1 being the lowest score. Conclusions: The participants felt that the iOSCE program can offer certain advantages over the traditional OSCE with the SP alone. They cited that the iOSCE provided improved clarity of what was being assessed as well as providing an opportunity to improve their diagnostic reasoning.

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