Developing doctors: what are the attitudes and perceptions of year 1 and 2 medical students towards a new integrated formative objective structured clinical examination?

BMC Medical Education

Research Article

Laura-Jane Smith¹  Alison Sturrock¹  Daniel S. Furmedge¹ 

[1] University College London Medical School, 74 Huntley Street, WC1E 6AU, London, UK;

关键词: Assessment;    OSCE;    Undergraduate;    Qualitative;    Professionalism;    Feedback;   

DOI  :  10.1186/s12909-016-0542-3

 received in 2015-09-24, accepted in 2016-01-07,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundObjective Structured Clinical Examination (OSCE) is a core component of undergraduate medical student assessment. With increased emphasis on integrated programmes, more courses include OSCEs in the traditionally ‘preclinical’ years. The acceptability and impact of such assessment methods at this stage of training is unknown.MethodsIn 2013 and 2014 University College London Medical School piloted a formative, integrated OSCE in years 1 and 2 of the undergraduate medical degree programme. This study with a sequential exploratory design aimed to explore the acceptability and impact of such an OSCE in the early years of medical school. 1280 students completed the OSCE and were invited to complete a questionnaire exploring their views of the OSCE (response rate 96.6 %). Four focus groups, each with five or six participants (22 in total) were subsequently held to further explore themes. Data was independently transcribed and coded using thematic analysis.ResultsStudents were strongly in favour of the introduction of an OSCE in addition to existing assessments. Six overarching themes were identified: application of knowledge and skills; OSCE as an experience; OSCE as a process; a learning curve; becoming a doctor; and creating an effective OSCE.ConclusionsResults strongly support the role of OSCE early in the medical course with many benefits reported. An OSCE at this stage aligns with the vision of integrated medical education which includes early patient contact and introduction of clinical and professional skills. It also fosters feelings of responsibility and professional identity amongst students.

【 授权许可】

CC BY   
© Furmedge et al. 2016