Abstract
Rationale/Background:
Forms of behavioural assessment, such as the Objective Structured Clinical Examinations (OSCEs), are widely used in health profession education. In their summative form, they strive to facilitate valid and reliable measurements of behavioural competency skills. Many OSCE stations are socially situated activities, where candidates interact with a 'patient' (e.g. a simulated participant SP). Concerns exist about how such constructed forms of assessment fall short of reflecting clinical practice. If assessment does drive learning, are OSCEs drive test performance rather than clinical performance? How can authenticity be improved, whilst retaining reliability?
Instructional Methods:
General introductions, 'ground rules' and overview of session. • Introduction to assessment of clinical competency, with focus on the OSCE and characteristics of 'best practice' in assessment. • Provide an overview of the 'lifecycle' of developing an OSCE station. • Buzz group activity regarding difficult SP OSCE stations to write. • 'Think, pair and share' activity regarding simulation /performing arts based techniques and technologies to assist in delivering authentic SP OSCE stations. Some examples with be demonstrated for an immersive experience. • Conclusion, wrap up and take forward messages. Target audience: Health professional researchers and educators who design, deliver and implement OSCEs and anyone who is keen to develop more authentic SP based OSCE stations.
Learning Objectives:
1) Describe the 'life cycle' of developing an OSCE station.
2) Offer techniques, grounded in the disciplines of simulation, and the performing arts, that can enhance authenticity in SP based OSCE stations -including:a.Role development b.Script development (including real patient engagement) c.'Props' and 'customs' d.Scenography
3)Promote critical reflection of how best to translate this knowledge into educational practice whilst sufficient levels of reliability.
Forms of behavioural assessment, such as the Objective Structured Clinical Examinations (OSCEs), are widely used in health profession education. In their summative form, they strive to facilitate valid and reliable measurements of behavioural competency skills. Many OSCE stations are socially situated activities, where candidates interact with a 'patient' (e.g. a simulated participant SP). Concerns exist about how such constructed forms of assessment fall short of reflecting clinical practice. If assessment does drive learning, are OSCEs drive test performance rather than clinical performance? How can authenticity be improved, whilst retaining reliability?
Instructional Methods:
General introductions, 'ground rules' and overview of session. • Introduction to assessment of clinical competency, with focus on the OSCE and characteristics of 'best practice' in assessment. • Provide an overview of the 'lifecycle' of developing an OSCE station. • Buzz group activity regarding difficult SP OSCE stations to write. • 'Think, pair and share' activity regarding simulation /performing arts based techniques and technologies to assist in delivering authentic SP OSCE stations. Some examples with be demonstrated for an immersive experience. • Conclusion, wrap up and take forward messages. Target audience: Health professional researchers and educators who design, deliver and implement OSCEs and anyone who is keen to develop more authentic SP based OSCE stations.
Learning Objectives:
1) Describe the 'life cycle' of developing an OSCE station.
2) Offer techniques, grounded in the disciplines of simulation, and the performing arts, that can enhance authenticity in SP based OSCE stations -including:a.Role development b.Script development (including real patient engagement) c.'Props' and 'customs' d.Scenography
3)Promote critical reflection of how best to translate this knowledge into educational practice whilst sufficient levels of reliability.
| Original language | English |
|---|---|
| Pages (from-to) | e28 |
| Number of pages | 1 |
| Journal | Canadian Medical Education Journal |
| Volume | 11 |
| Issue number | 2 |
| Publication status | Published - 20 Apr 2020 |
| Event | Canadian Conference on Medical Education - Vancouver, Canada Duration: 18 Apr 2020 → 22 Apr 2020 |