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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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| 11 |
Beyond summative assessment of clinical performance in paramedic science
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Abstract:
Paramedic programs present significant challenges in the authentic assessment of clinical performance. Allowing paramedic students to work with autonomy in authentic contexts is a major resource burden on universities and ambulance service providers (Willis, Pointon and O’Meara, 2009) and represents considerable risk to patient safety. Thus simulation, including the Objective Structured Clinical Examination (OSCE) is an assessment tool that is utilised frequently in tertiary programs. It is typically used summatively to measure acquisition of clinical skills, declarative knowledge and scene control. A pilot research project undertaken at the University of the Sunshine Coast (USC) examined the effects of introducing formative OSCE assessment on students’ attainment of clinical skills and on their ability to critically reflect on their own practice and that of their peers. The project changed the OSCE from a stand-alone summative assessment to include formative strategies embedded in the curriculum (Alinier and Alinier, 2009; Biggs and Tang, 2009). These included the deconstruction and analysis of the OSCE assessment criteria prior to the task, peer and self assessment on formative OSCE opportunities and students’ critical reflection on a video recording of their individual OSCE. The preliminary results indicate that students perceive the inclusion of a number of formative assessment strategies improved their engagement with the course learning outcomes and understanding of the OSCE assessment, required deeper understanding of clinical skills and developed desired attributes of paramedic practitioners through a focus on active assessment and learning. This research study is one of the first to report on using formative assessment to enhance the quality of the OSCE experience for students in paramedic science in the Australian context.
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Keyword:
FoR 1110 (Nursing); FoR 1117 (Public Health and Health Services); FoR 1303 (Specialist Studies in Education); Objective Structured Clinical Examination (OSCE); paramedic science programs
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URL: http://www.usc.edu.au/university/learning-and-teaching/learning-and-teaching-week/
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| 12 |
"Great Expectations" : Communication between standardized patients and medical students in Objective Structured Clinical Examinations
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