Abstract
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.
Original language | English |
---|---|
Journal | International Journal of Educational Research |
DOIs | |
Publication status | Published - 02 Feb 2018 |
Fingerprint
Dive into the research topics of 'Protocol : Exploring the Objective Structured Clinical Examination (OSCE) using Institutional Ethnography'. Together they form a unique fingerprint.Student theses
-
The road to general practice: constructing identity in GP training
Johnston, J. (Author), Gormley, G. (Supervisor), Donnelly, M. (Supervisor) & Monrouxe, L. (Supervisor), Dec 2015Student thesis: Doctoral Thesis › Doctor of Philosophy
File -
What counts and who is accountable? An institutional ethnographic account of OSCEs
Kearney, G. (Author), Johnston, J. (Supervisor), Hart, N. (Supervisor) & Gormley, G. (Supervisor), Jul 2020Student thesis: Doctoral Thesis › Doctor of Philosophy
File