Advanced search
Publication Cover
Medical Teacher Volume 35, 2013 - Issue 9
Submit an article Journal homepage
37,267
Views
145
CrossRef citations to date
0
Altmetric
Web Paper AMEE Guide

The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration

Kamran Z. KhanManchester Medical School, UK; DR KAMRAN KHAN, MBBS, FRCA, FAcadMEd, MScMedEd, at the time of production of this manuscript was a Senior Teaching Fellow Manchester Medical School and Consultant Anaesthetist, LTHTR, Preston, UK. During his career Dr Khan has developed a passion for medical education and acquired higher qualification in this field alongside his parent speciality in anaesthetics. He has held clinical academic posts, first at the University of Oxford and then at the University of Manchester. He was Associate lead for ‘Assessments’ at the Manchester Medical School. He is currently working in the UAE as a Consultant Anaesthetist. He has extensively presented and published at the national and international levels in his fields of academic interest.Correspondence[email protected]
,
Kathryn GauntLancashire Teaching Hospitals NHS Trust, UK; DR KATHRYN GAUNT, MBChB, MRCP, PGD(MedEd), at the time of production of this manuscript was a Medical Education and Simulation Fellow, LTHTR, Preston, UK. Dr Kathryn Gaunt graduated in 2002 from the University of Manchester Medical School, UK. She was a Specialty Registrar in Palliative Medicine and has a keen interest in medical education. She is currently pursuing a higher qualification in this field. She has recently taken time out of her training programme to work as a Medical Education and Simulation Fellow at the Lancashire Teaching Hospitals NHS Trust. Here she lectured, examined for OSCEs and was involved in research and development within the field. She has now returned to her training in Palliative Medicine.
,
Sankaranarayanan RamachandranLancashire Teaching Hospitals NHS Trust, UK; DR SANKARANARAYANAN RAMACHANDRAN, MBBS, PgCert(MedEd), FHEA, is a Medical Education and Simulation Fellow, Lancashire Teaching Hospitals NHS Trust, Preston, UK. Dr Ramachandran qualified in India and underwent postgraduate training in General Medicine. He had been teaching and training undergraduate and postgraduate medical students throughout his career. He has completed a Postgraduate Certificate and pursuing a Master's degree in Medical Education at the University of Manchester. He has special interest in assessment, problem based learning and research in medical education.
&
Piyush PushkarAintree University Hospitals Trust, UK; Dr PIYUSH PUSHKAR, MBChB, works in Critical Care at the Aintree University Hospitals Trust, Liverpool, UK. Piyush qualified from the University of Edinburgh and has subsequently worked and trained in anaesthesia and critical care in Lancashire and Merseyside, as well as aeromedical retrieval medicine in Queensland, Australia. He also works as a volunteer doctor for Freedom from Torture in Manchester.
Pages e1447-e1463 | Published online: 22 Aug 2013

References

  • Adamo G. Simulated and standardized patients in OSCEs: Achievements and challenges 1992–2003. Med Teach 2003; 25: 262–270
  • Angoff WH. Scales, norms and equivalent score. Educational measurement2nd, RL Thorndike. American Council on Education, Washington DC 1971; 508–600
  • Barrows SH. An Overview of the uses of standardized patients for teaching and evaluating clinical skills. Acad Med 1993; 68: 443–451
  • Bloch R, Norman G. Generalizability theory for the perplexed: A practical introduction and guide: AMEE Guide No. 68. Med Teach 2012; 34: 960–992
  • Cleland JA, Abe K, Rethans J-J. The use of simulated patients in medical education: AMEE Guide No 42. Med Teach 2009; 31: 477–486
  • Cohen-Schotanus J, Van Der Vleuten CP. A standard setting method with the best performing students as point of reference: Practical and affordable. Med Teach 2010; 32: 154–160
  • Cohen R, Reznick R, Taylor B, Provan J, Rothman A. Reliability and validity of the objective structured clinical examination in assessing surgical residents. Am J Surg 1990; 160: 302–305
  • Collins JP, Harden RM. AMEE Medical Education Guide No. 13: Real patients, simulated patients and simulators in clinical examinations. Med Teach 1998; 20(6)508–521
  • Cusimano MD, Cohen R, Tucker W, Murnaghan J, Kodama R, Reznick R. A comparative analysis of the costs of administration of an OSCE (objective structured clinical examination). Acad Med 1994; 69: 567–570
  • Downing SM. Item response theory: Applications of modern test theory in medical education. Med Educ 2003; 37: 739–745
  • Ebel R. Essentials of educational measurement. Prentice-Hall, New Jersey, NJ 1972
  • Epstein RM. Assessment in Medical Education. N Eng J Med 2007; 356: 387–396
  • Friedman Ben-David M. 2000. Standard setting in student assessment. Association for Medical Education in Europe
  • GMC 2009, Tomorrow's Doctors [Online]. London: GMC. [Accessed 10 June 2012] Available from http://www.gmc-uk.org/static/documents/content/GMC_TD_09__1.11.11.pdf
  • Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of Clinical Competence using Objective Structured Examination. BMJ 1975; 1: 447–451
  • Hodges B, Mcilroy JH. Analytic global OSCE ratings are sensitive to level of training. Med Educ 2003; 37: 1012–1016
  • Humphrey-Murto S, Smee S, Touchie C, Wood TJ, Blackmore D. A Comparison of Physician Examiners and Trained Assessors in a High-Stakes OSCE Setting. Acad Med 2005a; 80: S59–S62
  • Humphrey-Murto S, Wood TJ, Touchie C. Why do physicians volunteer to be OSCE examiners?. Med Teach 2005b; 27: 172–174
  • Humphris GM, Kaney S. Examiner fatigue in communication skills objective structured clinical examination. Med Educ 2001; 35: 444–449
  • Kaufman DM, Mann KV, Muijtjens AM, Van Der Vleuten CP. A comparison of standard-setting procedures for an OSCE in undergraduate medical education. Acad Med 2000; 75: 267–271
  • Khan K, Ramachandran S. Conceptual Framework for Performance Assessment: Competency, Competence and Performance in the Context of Assessments in Healthcare – Deciphering the Terminology. Med Teach 2012; 34: 920–928
  • Kowlowitz V, Hoole AJ, Sloane PD. Implementing the objective structured clinical examination in a traditional medical school. Acad Med 1991; 66: 345–347
  • Kramer A, Muijtjens A, Jansen K, Dusman H, Tan L, Van Der Vleuten C. Comparison of a rational and an empirical standard setting procedure for an OSCE. Objective structured clinical examinations. Med Educ 2003; 37: 132–139
  • Mann KV, Macdonald AC, Nornici JJ. Reliability of objective structured clinical examinations: Four years of experience in a surgical clerkship. Teach Learn Med 1990; 2: 219–224
  • Mccoy JA, Merrick, HW, 2001. The Objective Structured Clinical Examination. Association for Surgical Education. Springfield, IL
  • Morgan PJ, Cleave-Hogg D, Guest CB. A comparison of global ratings and checklist scores from an undergraduate assessment using an anesthesia simulator. Acad Med 2001; 76: 1053–1055
  • Newble D. Techniques for measuring clinical competence: Objective structured clinical examinations. Med Educ 2004; 38: 199–203
  • Newble DI, Hoare J, Sheldrake PF. The selection and training of examiners for clinical examinations. Med Educ 1980; 14: 345–349
  • Pell G, Fuller R, Homer M, Roberts T. How to measure the quality of the OSCE: A review of metrics - AMEE guide no. 49. Med Teach 2010; 32: 802–811
  • PMETB. 2007. Developing and maintaining an assessment system - a PMETB guide to good practice [Online]. London: PMETB. [Accessed 10 June 2012] Available from http://www.gmc-uk.org/assessment_good_practice_v0207.pdf_31385949.pdf
  • Reznick RK, Regehr G, Yee G, Rothman A, Blackmore D, Dauphinee D. Process-rating forms versus task-specific checklists in an OSCE for medical licensure. Medical Council of Canada. Acad Med 1998; 73: S97–S99
  • Roberts C, Newble D, Jolly B, Reed M, Hampton K. Assuring the quality of high-stakes undergraduate assessments of clinical competence. Med Teach 2006; 28: 535–543
  • Shavelson R, Webb N. Generalizability theory and its contributions to the discussion of generalizability of research findings. Generalizing from educational research: Beyond qualitative and quantitative polarization, K Ercikan, W-M Roth. Routledge, New YorkLondon 2009; 13–32
  • Shumway JM, Harden RM. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach 2003; 25: 569–584
  • Stevens DD, Levi A. Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Stylus Pub, Sterling, VA 2005
  • Stillman PL. Technical Issues: Logistics. Acad Med 1993; 68: 464–468
  • Tan CP, Azila NM. Improving OSCE examiner skills in a Malaysian setting. Med Educ 2007; 41: 517
  • Tavakol M, Dennick R. Post Examination Analysis of Objective Tests: AMEE Guide 54. Med Teach 2011; 33: 245–248
  • Tavakol M, Dennick R. Post-examination interpretation of objective test data: Monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66. Med Teach 2012; 34: e161– e175
  • Turner JL, Dankoski ME. Objective Structured Clinical Exams: A Critical Review. Fam Med 2008; 40: 574–578
  • Van Der Vleuten CPM, Van Luyk SJ, Van Ballegooijen AMJ, Swansons DB. Training and experience of examiners. Med Educ 1989; 23: 290–296
  • Vargas AL, Boulet JR, Errichetti A, Zanten MV, López MJ, Reta AM. Developing performance-based medical school assessment programs in resource-limited environments. Med Teach 2007; 29: 192–198
  • Whelan GP. Educational commission for Foreign Medical Graduates – clinical skills assessment prototype. Med Teach 1999; 21: 156–160
  • Wilkinson TJ, Frampton CM, Thompson-Fawcett M, Egan T. Objectivity in Objective Structured Clinical Examinations: Checklists Are No Substitute for Examiner Commitment. Acad Med 2003; 78: 219–223
  • Williams RG. Have Standardized Patient Examinations Stood the Test of Time and Experience?. Teach Learn Med 2004; 16: 215–222

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.