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A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE)
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In: Healthcare; Volume 10; Issue 2; Pages: 280 (2022)
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| 2 |
Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
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In: Healthcare; Volume 10; Issue 2; Pages: 328 (2022)
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| 3 |
Effectiveness of an Adapted Virtual Medication Reconciliation OSCE Compared with In Person OSCE
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In: International Journal of Health Sciences Education (2021)
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| 4 |
Clinical Examination in Speech and Language Therapy Education: Student Perspectives
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| 5 |
Towards the implementation of OSCE in undergraduate nursing curriculum: a qualitative study
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| 6 |
Many Hands Make Light Work: Crowdsourced Ratings of Medical Student OSCE Performance
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In: Graduate Theses and Dissertations (2017)
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| 7 |
Student perspectives on using Google Glass recordings to assess their communicative and clinical skills with standardized patients
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In: Author (2016)
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| 8 |
Simulated consultations: a sociolinguistic perspective.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2016)
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| 9 |
Language-related factors affecting the academic performance of international medical students
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Mann, Collette Marie. - : Monash University. Faculty of Medicine, Nursing and Health Sciences. Department of Physiology, 2014
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| 10 |
Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice
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Abstract:
Background: Contemporary midwifery practice needs a rigorous and standardised assessment of practical skills, and knowledge to ensure that safety is maintained for both women and neonates before, during and after childbirth. Aim: To evaluate the use of Best Practice Guidelines (BPG) for Objective Structured Clinical Examinations (OSCE) as a standardised tool to develop clinical competence of Bachelor of Midwifery students. Method: A pragmatic mixed method approach with surveys, focus groups and interviews was used to evaluate the OSCEs for first year students. Quantitative and qualitative data were combined to understand student and academic perceptions of students' confidence for clinical practice following the OSCE. Findings: Thirty-four students responded to surveys (response rate 94%); and 13 participated in focus groups. Two academic lecturers participated in an interview (100%). Two main themes emerged (1) the OSCEs improved student confidence (2) the OSCEs were relevant and prepared students for practice. Most students indicated that they practised for the OSCE using an integrated approach (70%), and that this assisted them in their approach to the assessment of the neonate or post-partum mother. Conclusion: The use of BPGs to ensure that OSCEs focus on important aspects of knowledge and practice helped students to learn and to perform well. Students' confidence in their ability for the imminent professional experience placement was high. OSCEs designed with the BPGs should be implemented broadly across midwifery education to enhance students' competence and provide rigorous meaningful assessment.
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Keyword:
2729 Obstetrics and Gynaecology; 2913 Maternity and Midwifery; Authentic assessment; Best Practice Guidelines; OSCE; Preparation for practice
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URL: https://espace.library.uq.edu.au/view/UQ:332766
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| 11 |
Beyond summative assessment of clinical performance in paramedic science
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| 12 |
"Great Expectations" : Communication between standardized patients and medical students in Objective Structured Clinical Examinations
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