Throughout education, whether of children or student health professionals, the universal emphasis on accountability has opened assessment to increased scrutiny and tension. This Protocol explores the Objective Structured Clinical Examination or OSCE, the dominant assessment tool used throughout health profession education (HPE), to deem students “competent” in clinical and professional skills. Its use has flourished despite concerns in the literature about its unintentional and undesirable effects on future healthcare professionals. Education and HPE research have been slow to introduce Institutional Ethnography (IE) to the qualitative researcher’s toolkit. IE can offer deep insights and potential for change in complex social challenges threatening education and HPE; this introduction and broad explanation of IE offers an alternative framework to plan further innovative studies.
Kearney, G., Jul 2020
Student thesis: Doctoral Thesis › Doctor of Philosophy