A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience. Issue 1 (1st January 2018)

• Record Type: Journal Article
• Authors: Lee, Claire B.; Madrazo, Lorenzo; Khan, Usman; Thangarasa, Tharshika; McConnell, Meghan; Khamisa, Karima
• Is Part Of: Medical education online. Volume 23:Issue 1(2018)
• Publication Date: 2018-01-01
• Subjects: OSCE -- undergraduate medical education -- learning -- peer-assessment -- clinical skills; Medical education -- Periodicals; Education, Medical -- Periodicals; 610.71
• DOI: 10.1080/10872981.2018.1440111
• Languages: English
• ISSNs: 1087-2981

Abstract

ABSTRACT: Background : The objective structured clinical examination (OSCE) has gained widespread use as a form of performance assessment. However, opportunities for students to participate in practice OSCEs are limited by the financial, faculty and administrative investments required. Objectives : To determine the feasibility and acceptability of a student-run mock OSCE (MOSCE) as a learning experience for medical students of all 4 years. Design : We conducted a five-station MOSCE for third-year students. This involved fourth-year students as examiners and first-/second-year students as standardized patients (SPs). Each examiner scored examinees using a checklist and global rating scale while providing written and verbal feedback. MOSCE stations and checklists were designed by students and reviewed by a faculty supervisor. Following the MOSCE, participants completed surveys which elucidated their perceptions on the roles they took during the MOSCE. Results : Fifty examinees participated in the MOSCE. Of these, 42 (84%) consented to participate in the study and submitted completed questionnaires. Twenty-four examiners participated in the OSCE and consented to participate in the study, with 22 (92%) submitting completed questionnaires. Fifty-three of 60 SPs (88%) agreed to take part in this study, and 51 (85%) completed questionnaires. The internal consistency of the five-station OSCE was calculated as a Cronbach's alpha of 0.443. Students commented positively on having the opportunity to network and engage in mentorship activities and reinforce clinical concepts. Conclusions : Examinees, examiners, and SPs all perceived the MOSCE to be a beneficial learning experience. We found the MOSCE to be a feasible and acceptable means of providing additional OSCE practice to students prior to higher-stakes evaluations.