• Journal of Korean Academy of Nursing Administration
• /
• v.12 no.3
• /
• pp.365-372
• /
• 2006

Purpose: OSCE, Objective Structured Clinical Examination, is a good way to evaluate clinical skills of nursing students. To do this, we need modules, evaluators, persons to run the examination, as well as models and standardized patients if necessary. Author coached nursing students to develop modules and ran the examination by themselves. Method: 24 third-year and 4 first-year students volunteered; third-year students developed 5 modules, and organized and ran the examination. First-year students played patient role. 60 2nd-year students participated as examinees. Modules were duplicated to finish examination in a given time. The relationship between OSCE score, conventional clinical evaluation score and credit of students was compared. Effect of module duplication on score was tested. And responses of examinees were collected. Results: There was no correlation between OSCE and conventional clinical evaluation score (r=0.07), and credit (r=0.27), And there was no difference of OSCE score between duplicated modules $(53.77{\pm}7.61$ vs $55.33\pm7.74).$ Response of examinees to OSCE was favorable. Examinee did not expressed resistance for the evaluation by OSCE developed and ran by students. Conclusion: Nursing students successfully developed and ran OSCE, which was accepted favorably by examinees. Student-developed OSCE may play a role in evaluation of clinical performance.

• Archives of Plastic Surgery
• /
• v.32 no.6
• /
• pp.675-682
• /
• 2005

This is the evaluation report of clinical competence of undergraduate medical students in Plastic Surgery field using OSCE(Objective Structured Clinical Examination) executed in three years. OSCE comprises of assessment of subject, choice of clinical stations sampling, identification of components of clinical competence to be evaluated, the level of performance required, development of specification table, editing of OSCE presentation page and assessment of practicability and results exploitation. About fifty students were examined annually. Seven station stimuli with simulated patient participation were carried out. The mean OSCE score was $82.3{\pm}6.19$. The reliability of the total station was 0.72. The examination shows a positive response to the OSCE. Our experience shows OSCE's feasibility for Plastic Surgery during the initial course of education. Referring to our experiences, the Korean Society of Plastic and Reconstructive Surgeons (KPRS) applied the OSCE test for Korean Plastic Surgery Board Certification

• Journal of Korean Academy of Nursing
• /
• v.33 no.2
• /
• pp.228-235
• /
• 2003

Purpose: The main purpose of this study was to compare the effects of OSCE method and the traditional evaluation method on nursing skills performance of students enrolled in fundamentals of nursing courses. Method: The study was designed as a quasi-experimental, nonequivalent control group post test design with two classes of sophomore students attending fundamentals of nursing courses at one baccaleureate nursing school located in a metropolitan Seoul area. The control group was evaluated using a traditional method and the experimental group was evaluated using the OSCE method. Data were collected from June, 2001 to June, 2002. There were 35 students in the OSCE method group and 39 students in the control group. Data analysis was done using SPSS WIN 9.0. Result: The results showed that the students in the OSCE method group did significantly better in clinical nursing skills performance than the students in the traditional method group. And the OSCE method group showed significantly higher satisfaction score in the evaluation method than the control group. Conclusion: The OSCE method is an effective tool for evaluating clinical nursing skills performance in student nurses. It is necessary to explore more efficient ways to develop OSCE cases in wider areas of nursing education. It is also recommended to replicate similar studies in nursing education.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.9 no.1
• /
• pp.73-80
• /
• 2003

Purpose: The main purpose of this study was to compare the effects of OSCE method and traditional evaluation method on nursing skills performance of students for the fever client. Method: The study was designed as a quasi-experimental, nonequivalent control group post test design with two classes of sophomore students attending fundamentals of nursing courses at one baccaleureate nursing school located in a metropolitan Seoul area. Control group was evaluated by using a traditional method and the experimental group was evaluated by using the OSCE method. Data were collected from April, 2001 to November, 2002. There were 35 students in the OSCE method group, 39 students in the control group. Data analysis was done using SPSS WIN 11.0. Result: The results showed that the students in the OSCE method group did significantly better in clinical nursing skills performance than the students in the traditional method group. And the OSCE method group showed significantly higher satisfaction score in the evaluation method than the control group. Conclusion: The OSCE method is an effective in evaluating clinical nursing skills performance for student nurses. It is necessary to explore more reliable ways to compare the evaluation method by the same student. Also, it is recommended to replicate similar studies in nursing education.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.15 no.2
• /
• pp.175-182
• /
• 2009

Purpose: Objective Structured Clinical Examination (OSCE) is a good way to evaluate clinical skills of nursing students. To do this, we need modules, evaluators, persons to run the examination, as well as models and standardized patient care if necessary. The main purpose of this study was to compare the effects of the OSCE method on nursing skills performance of students enrolled in a core skill lab of nursing courses. Method: Eight items were developed for the examination. Five minutes was allowed for each item. Two married women and third-year students played patient's roles. The participants were 2nd-year nursing students and the OSCE program was performed on December, 2008. Data analysis was done using SPSS WIN 12.0. Result: The evaluation score for BP check skill was 1.68 and hand washing skill was 1.87 by evaluators. Response of examinees to OSCE was favorable. Examinees did not express resistance for evaluation by OSCE run by SPs and students. Conclusion: The OSCE method is an effective tool for evaluating clinical nursing skills performance in student nurses. It is necessary to explore more efficient ways to develop OSCE cases in wider areas of nursing education. It is also recommended to replicate similar studies in nursing education.

• Korean Journal of Clinical Pharmacy
• /
• v.30 no.2
• /
• pp.127-133
• /
• 2020

Competencies of entry-level pharmacists are evaluated by multiple-choice questions (MCQ) examination and objective structured clinical examination (OSCE). OSCE helps to evaluate student's communication skills and attitudes, which are difficult to evaluate by the MCQ exam. In Korea, pharmacy OSCE is not implemented; however, the needs of OSCE is growing. This study proposed OSCE exam contents and exam methods that can be implemented in colleges of pharmacy. Further study is needed to develop OSCE scenarios and questions, validate examination questions and evaluation methods by performing a pilot study, and provide feedback on the curriculum and study methods.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.6
• /
• pp.2625-2631
• /
• 2012

To recruit nurses with skills, the hospital must evaluate the skills of the applicants. But objective evaluation of the skills is a difficult. Many hospitals are using written examination or oral test only and are not testing the nursing skills directly when they recruit new nurses. OSCE(Objective Structured Clinical Examination) is a method developed for the evaluation of clinical skills objectively. In this study, 16/20 nurse managers of one university-affiliate hospital were assembled for the project of developing 7 OSCE modules by themselves, and then they ran OSCE using those modules for 40 nursing students. They scored nursing skills of the students using checklists they designed. The whole process was proceeded phase by phase using step-wise approach model. The project was successful; inter-personal consistency of the scores were high; nurse managers became confident in objective skill evaluation; subjective responses for this project were favorable. The hospital adopted OSCE in recruitment process thereafter. This experience might be applied to other hospitals who want to recruit nurses with skills.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.15 no.1
• /
• pp.14-21
• /
• 2008

Purpose: Objective Structured Clinical Examination(OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. Method: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group(Exp1), traditional study group(Exp2), and control group(Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments. Results: Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont. Conclusion: Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.

• Journal of Acupuncture Research
• /
• v.38 no.3
• /
• pp.219-226
• /
• 2021

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students' satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students' skills and attitude.

• Korean Medical Education Review
• /
• v.15 no.2
• /
• pp.87-92
• /
• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.