How the introduction of OSCEs has affected the time students spend studying: results of a nationwide study

BMC Medical Education

Uta Dahmen¹  Utz Settmacher²  Stefan Müller²  Ines Koch³ 

[1] 0000 0000 8517 6224, grid.275559.9, Department of General, Visceral and Vascular Surgery, Experimental Transplantation Surgery, Universitätsklinikum Jena, Drackendorfer Str. 1, 07747, Jena, Germany;0000 0000 8517 6224, grid.275559.9, Department of General, Visceral and Vascular Surgery, Universitätsklinikum Jena, Am Klinikum 1, 07747, Jena, Germany;0000 0000 8517 6224, grid.275559.9, Department of Gynaecology and Reproductive Medicine, Universitätsklinikum Jena, Am Klinikum 1, 07747, Jena, Germany;

关键词: Assessment;    OSCEs;    Study behaviour;    Medical students;    Survey;   

DOI  :  10.1186/s12909-019-1570-6

来源: publisher

【 摘 要 】

BackgroundMedical schools globally now use objective structured clinical examinations (OSCEs) for assessing a student’s clinical performance. In Germany, almost all of the 36 medical schools have incorporated at least one summative OSCE into their clinical curriculum. This nationwide study aimed to examine whether the introduction of OSCEs shifted studying time. The authors explored what resources were important for studying in preparation for OSCEs, how much time students spent studying, and how they performed; each compared to traditionally used multiple choice question (MCQ) tests.MethodsThe authors constructed a questionnaire comprising two identical sections, one for each assessment method. Either section contained a list of 12 study resources requesting preferences on a 5-point scale, and two open-ended questions about average studying time and average grades achieved. During springtime of 2015, medical schools in Germany were asked to administer the web-based questionnaire to their students in years 3–6. Statistical analysis compared the responses on the open-ended questions between the OSCE and MCQs using a paired t-test.ResultsThe sample included 1131 students from 32 German medical schools. Physical examination courses were most important in preparation for OSCEs, followed by class notes/logs and the skills lab. Other activities in clinical settings (e.g. medical clerkships) and collaborative strategies ranked next. Conversely, resources for gathering knowledge (e.g. lectures or textbooks) were of minor importance when studying for OSCEs. Reported studying time was lower for OSCEs compared to MCQ tests. The reported average grade, however, was better on OSCEs.ConclusionsThe study findings suggest that the introduction of OSCEs shifted studying time. When preparing for OSCEs students focus on the acquisition of clinical skills and need less studying time to achieve the expected level of competence/performance, as compared to the MCQ tests.

【 授权许可】

CC BY