OSCE
Objective Structured Clinical
Examination
Dr. Kamrun Nahar
METHODS USED FOR THE ASSESSMENT
OF MEDICAL STUDENT
 Long Essay Questions LEQ.
 Oral Examination.
 Short Essay Questions SEQ.
 Multiple Choice Question MCQ.
 Modified Essay Question MEQ.
 Patient Management Problem PMP.
 Observational Assessment, OSCE, OSPE.
LEARNING COMPONENTS
 Knowledge
Dose the student or doctor know what he or she should do?
 Skills
Communication skill
Psychomotor skill.
Is he or she able to do it?
 Attitude
In practice, dose the student or doctor choose to do it when confronted
with a situation?
Clinical compentence is demonstrated when a task is performed using learned
skills and knowledge.
 First described by Harden et al in 1975.
 Communication skill, psychomotor skill,
decision making skill and knowledge can
be assessed.
20
1
2
P
19
3
4
18
5
17
6
16
7
15
8
14
9
P
13
12
10
11
 It consists of 20 station, either practical or written
arranged in alternative way.
 The number of stations can be arranged according to
manpower and time schedule of institution.
1
10
9
2
3
4th Year
MBBS
8
7
4
5
6
2 for history taking
Station
10
3 (Clinical Skill)
2 (Written station)
1 Instrument
1 Rest
Total Student : 20
Time Period : 9 am to 11 am
1
10
9
2
3
4th Year
MBBS
8
7
4
5
6
 Each student starts the examination at a different station.
 At the end of fixed time period, a bell rings and each student
moves on to the next station.
 At the written station, the student answer a question.
 At the practical station, the student may be asked to examine
the patient, to take history, to examine any investigation report
or to use some piece of equipment.
 Practical station is observed by the examiner with structured
check list.
How to make station?
 According to educational objectives.
 Educational objectives are defined what the
student, not the teacher should be able to
do.
Educational Objective
 The students must be able to write down the definition of
common obstetrical terms like APH/PPH/Gravida etc.
reflects student’s knowledge.
 The students must be able to identify the common obstetric
instruments and to know the names of instrument.
reflects student’s knowledge
 The students must be able to estimate the duration of
pregnancy and to identify the presentation of an antenatal
women.
 Reflects psychomotor skill
 Attitude
 Communication skill
 Please write down the definition of APH and PPH
 Please write down the different parts of this instrument.
 Please palpate the abdomen and write down the duration of
pregnancy and presentation.
Station 1 : Abdominal examination to estimate
the duration of pregnancy and
identify presentation.
Student’s activity
: To do the abdominal examination and to
write the duration of pregnancy on given
paper.
Examiner's activity : To assess the student’s performance by
using check list to collect written paper
from the student.
Time
: 5 minutes
Resources
: A pregnant woman, paper and pen.
Estimation of duration of pregnancy and presentation
Observational Scale
Name of student :
Roll No:
Efficiently Irregularly Not
done
done
done
1
1/2
0
Consent
Maintenance of privacy
Keeping the hand for fundal height
Keeping the hand for 1st pelvic grip
Writing the findings
Signature of examiner
Criterion : The student must get
---- score out of ----
Station 2 : Factors determining the duration of
pregnancy (Written station)
Student’s activity
: To write down the names of factors
determining the duration of pregnancy.
Examiner’s activity : To help student about his/ her task, to
collect written answer sheet.
Time
: 5 minutes.
Resources
: Paper and pen.
Station 3 :
 Feedback to the student is very important for his/her
improvement.
 Usually in OSCE, assessment result making in a specific way is
distributed to the student.
Assessment result
Student’s Name :
Roll Number :
Batch Number :
Your results of assessment are listed below:
Station 1 :
Abdominal
examination to
estimate duration of
pregnancy
Satisfactory/
Unsatisfactory
Station 2 :
Pelvic examination to
determine cervical
score
Satisfactory/
Unsatisfactory
Registrar
Gynae and Obs
Head of the dept.
Gynae and Obs.
Why OSCE ?
 Reliable as all students are asked to do the same tasks.
 Valid
 Tasks are according to objectives of course
 The student is observed during the performance with
structured check list.
There is difference between knowing
how to do something and actually
being able to do it.
OSCE with existing long case
examination can fulfil the goal.