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Medical Teacher Volume 41, 2019 - Issue 4: Clinical Learning Environments
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Original Articles

A snapshot of current Objective Structured Clinical Examination (OSCE) practice at Australian medical schools

Clare HealCollege of Medicine and Dentistry, James Cook University, Mackay, Australia; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-5041-2666View further author information
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Karen D’SouzaSchool of Medicine, Deakin University, Geelong, Australia; ORCID Iconhttp://orcid.org/0000-0002-4441-1720View further author information
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Jennifer BanksCollege of Medicine and Dentistry, James Cook University, Mackay, Australia; ORCID Iconhttp://orcid.org/0000-0003-1520-7488View further author information
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Bunmi S. Malau-AduliCollege of Medicine and Dentistry, James Cook University, Mackay, Australia; ORCID Iconhttp://orcid.org/0000-0001-6054-8498View further author information
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Richard TurnerSchool of Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0002-2276-8999View further author information
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Jane SmithSchool of Medicine, Bond University, Gold Coast, Australia; ORCID Iconhttp://orcid.org/0000-0001-9104-6327View further author information
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Ebony BrayCollege of Medicine and Dentistry, James Cook University, Mackay, Australia; View further author information
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Lizzi ShiresSchool of Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0003-3396-7894View further author information
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Ian WilsonGraduate School of Medicine, University of Wollongong, Wollongong, AustraliaORCID Iconhttp://orcid.org/0000-0003-2603-2660View further author information
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Pages 441-447 | Published online: 27 Sep 2018

Citations (13)

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C. Heal, K. D’Souza, L. Hall, J. Smith & K. Jones. (2022) Changes to objective structured clinical examinations (OSCE) at Australian medical schools in response to the COVID-19 pandemic. Medical Teacher 44:4, pages 418-424.
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Articles from other publishers (12)

Ruben Plöger, Alina Abramian, Eva Katharina Egger, Alexander Mustea, Nicole Sänger, Hannah Plöger, Eva Weber, Ulrich Gembruch, Adeline Walter, Brigitte Strizek & Florian Recker. (2023) Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology. Frontiers in Medicine 10.
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Sari Puspa Dewi, Amanda Wilson, Robbert Duvivier, Brian Kelly & Conor Gilligan. (2023) Perceptions of medical students and their facilitators on clinical communication skills teaching, learning, and assessment. Frontiers in Public Health 11.
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Thandolwakhe Nyangeni, Dalena R.M. van Rooyen & Wilma ten Ham-Baloyi. (2023) Quality Management of Objective Structured Clinical Examinations at a Multicampus Nursing College: A Pilot Study. Journal of Nursing Education 62:3, pages 155-161.
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S. Duchesne, P. Chariot, C. Dang, M. Seyller, N. Soussy, C. Gorgiard, C. Durfort, C. Buchaillet, R. Gagnayre & T. Lefèvre. (2022) Examens cliniques objectifs structurés (ECOS) et évaluation des internes en DES de médecine légale. Une première expérience en Île de France. La Revue de Médecine Légale 13:2, pages 64-73.
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Etienne-Marie Jutant, Lucile Sesé, Maxime Patout, Jonathan Messika, Bernard Maître, Thomas Gille & Maeva Zysman. (2022) Objective structured clinical examinations (OSCEs) for students’ training and assessment in the French respiratory medicine departments in 2021: An overview. Respiratory Medicine and Research 81, pages 100883.
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Louis Sibert, Pascale Schneider, Agnès Liard, Antoine Lefevre-Scelles, Jean-François Menard, Isabelle Auquit-Auckbur & Benoît Veber. (2022) L’examen clinique objectif structuré (ECOS) comme examen validant des compétences cliniques des étudiants en médecine français : 13 ans d’expérience rouennaise. Pédagogie Médicale 23:1, pages 69-84.
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Margaret Bearman, Rola Ajjawi, Sue Bennett & David Boud. (2020) The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study. Advances in Health Sciences Education 26:2, pages 637-651.
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Alexandre Matet, Ludovic Fournel, François Gaillard, Laurence Amar, Jean-Benoit Arlet, Stéphanie Baron, Anne-Sophie Bats, Celine Buffel du Vaure, Caroline Charlier, Victoire De Lastours, Albert Faye, Eve Jablon, Natacha Kadlub, Julien Leguen, David Lebeaux, Alexandre Malmartel, Tristan Mirault, Benjamin Planquette, Alexis Régent, Jean-Laurent Thebault, Alexy Tran Dinh, Alexandre Nuzzo, Guillaume Turc, Gérard Friedlander, Philippe Ruszniewski, Cécile Badoual, Brigitte Ranque, Mehdi Oualha & Marie Courbebaisse. (2021) Impact of integrating objective structured clinical examination into academic student assessment: Large-scale experience in a French medical school. PLOS ONE 16:1, pages e0245439.
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Amanda Kuster Roderjan, Bruno May Gomel, Amanda Akemi Tanaka, Daniel Egg Neto, Katherine Bessa Chao & Renato Mitsouri Nisihara. (2021) Competências clínicas do aluno de medicina em urgência e emergência: análise evolutiva através do OSCE. Revista Brasileira de Educação Médica 45:4.
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Sowmiya Karthikeyan, Elizabeth O’Connor & Wendy Hu. (2020) Motivations of assessment item writers in medical programs: a qualitative study. BMC Medical Education 20:1.
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Claire L. Donohoe, Frank Reilly, Suzanne Donnelly & Ronan A. Cahill. (2020) Is There Variability in Scoring of Student Surgical OSCE Performance Based on Examiner Experience and Expertise?. Journal of Surgical Education 77:5, pages 1202-1210.
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M. M. Korda, A. H. Shulhai, N. V. Pasyaka, N. V. Petrenko, N. V. Haliyash & N. A. Bilkevich. (2019) ОБ’ЄКТИВНИЙ СТРУКТУРОВАНИЙ КЛІНІЧНИЙ ІСПИТ ЯК ВИМІР ПРАКТИЧНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ЛІКАРЯ. Медична освіта:3, pages 19-24.
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