(OSCE) in Internal Medicine for Undergraduate Students Newly Encountered with Clinical Training
|Evaluation Tool||429||1||December 7, 2006|
This is an Objective Structured Clinical Examination (OSCE) in internal medicine designed for 4th year medical students in medical college, developed in Umm Alqura University, Makkah, Saudi Arabia. Here, basic sciences are taught in the first 3 years and clinical years start from the 4th-6th year. The internal medicine course in the 4th year represents the first clinical encounter for our medical students. The aim of this exam is to assess the bedside skills of our students in history taking (H) and physical examination (P). Checklists were designed for 8 (H) stations and 15 (P) stations in internal medicine. Every expected action from students was put in these checklists with a corresponding mark. The examiner has to tick (true, prompted, or false) for each action based on the performance of the student. The term "prompted" should be ticked when a student needed a hint or a clue to answer correctly. Then there is a space for comments on each action.
Markings: 80% is technique-based, 10% is knowledge-based and 10% is on organization and professionalism. Each student should be examined in 5 stations; 3 (P) and 2 (H) stations. Each is 10 minutes long. The exam is designed in blocks with 3 examiners for each block. Each block consists of 3 parts, where 3 students are examined for each part (9 students for each block). The examination stations do not change for the entire block. If there are two examinations committees (who can run two blocks at the same) a total of 18 students can be examined.
Almoallim H. (OSCE) in Internal Medicine for Undergraduate Students Newly Encountered with Clinical Training . MedEdPORTAL; 2006. Available from: www.mededportal.org/publication/429
Contains time-sensitive information that will likely be inaccurate, obsolete, or irrelevant by February 21, 2010
To be able to administer an Objective Structured Clinical Examination (OSCE) designed for 4th year medical students.
- Physical Diagnosis, Outcome Based Education, OSCE, Checklists, CNS, Neuroanatomy, Clinical Competence (MeSH), Educational Measurement (MeSH)
- Internal Medicine
- Interpersonal & Communication Skills
- Medical Knowledge
- Patient Care
- Practice-based Learning & Improvement
- Basic Sciences
- Clinical Sciences
- Clinical Exam
- Clinical Skills/Doctoring
- Curriculum Development/Evaluation
- Evaluation of Clinical Performance
- Instructional Materials/Methods
- Professional School
- Medical Student
Authors & Co-Authors
Hani Almoallim, MD
Umm Alqura University, Saudi Arabia
Sponsorship or Funding Source
Effectiveness and Significance
This method of assessment helped us to focus our bedside teaching. It helped students as well to focus their learning on mastering these skills. The feedback that we received from students on two applications for this form of examination was highly encouraging.
Special Implementation Guidelines or Requirements
The guidelines should be distributed in the first day of the course. A special meeting with all examiners should be arranged and a comprehensive description of the exam and how to use the checklists should be done. This preferably should be conducted by a day or two before the exam. It is recommended to have a special computer program for immediate scoring of the results. Minimum of two persons should be available to help in organizing the flow of students during the examination.
Some examiners may not stick to the checklist and go beyond. They have to understand that this is prohibited. Some mark distribution was adjusted based on comments from examiners.
This information is made available under the Creative Commons license.