• Journal of the korean academy of Pediatric Dentistry
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• v.40 no.4
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• pp.253-259
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• 2013

This study aimed to evaluate the courses of pediatric dentistry based on correlation analysis between scores of objective structured clinical examination (OSCE) and related subjects for 79 fourth-year students. The score of theory were related to preclinical (r = 0.449, p = 0.000) and clerkship (r = 0.437, p = 0.000) each, but the scores of clerkship were not related to OSCE. To make the students skillful for clerkship, more professor's firsthand teaching on treating patients and adequate numbers of clinical professors are required. Patients who come to the university dental hospital prefer to be treated by professors rather than students. In these circumstances, educational conditions should be arranged by ensuring the number of professors for teaching students to improve their clinical competence through direct instruction and feedback to students. In addition, pragmatic improvement plans, which allow continuous education and evaluation about basic techniques to be examined in the clinical practice course, should be compromised with the more concrete evaluation of the curriculum in order to evaluate theoretical knowledge and technical trainings to be well exercised and deepened in the practical clinical field.

• The Journal of Korean Obstetrics and Gynecology
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• v.35 no.2
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• pp.16-27
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• 2022

Objectives: The purpose of this study is to analyze educational effect of ultrasound examination training with ultrasonic phantom in the department of Korean Medicine Obstetrics and Gynecology. Methods: All 4^th grade students in 2021 and 2022 of school of Korean Medicine, Dong-Shin University must be trained in the department of Korean Medicine Obstetrics and Gynecology according to ultrasound examination training guideline including Objective Structured Clinical Examination (OSCE). After completing ultrasound examination training, we distributed questionnaires to them about a confidence before OSCE and after OSCE, difficulty in using ultrasound, ultrasound reading, difficulty with probe manipulation and computer operation, ultrasound understanding, clinical usefulness. And then, we analyzed the related factors including descriptive statistics, frequency analysis, student's t-test and paired t-test by SPSS 12.0. Results: Confidence in using ultrasound showed differences among students by gender and year, but it was not statistically significant. The difficulty of ultrasound use and ultrasound reading was at a moderate level, and the gender difference was not significant, and the difference between the practical students by year was statistically significant. The difficulty of the operation of the ultrasonic probe was at a normal level, and the difference between the students in practice by gender and year was not statistically significant. Although they answered that they had a very good understanding of the use of ultrasound, there was a gender difference and it was statistically significant, and practical students by year was not statistically significant. They answered that the effect on clinical use was very sufficient, but it was not statistically significant. The appropriateness of the practice time was evaluated at a moderate level. Conclusions: The use and educational effect of ultrasound examination using ultrasonic phantom in the department of Korean Medicine Obstetrics and Gynecology clinical practice education was very effective.

• Archives of Plastic Surgery
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• v.43 no.5
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• pp.451-456
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• 2016

Background Comprehensive aesthetic surgery training continues to be a challenge for residency programs. Our residency program developed a rhinoplasty-based objective structured clinical examination (OSCE) based upon validated methods as part of the residency education curriculum. We report our experience with the rhinoplasty-based OSCE and offer guidance to its incorporation within residency programs. Methods The encounter involved resident evaluation and operative planning for a standardized patient desiring a rhinoplasty procedure. Validated OSCE methods currently used at our medical school were implemented. Residents were evaluated on appropriate history taking, physical examination, and explanation to the patient of treatment options. Examination results were evaluated using analysis of variance (statistical significance P<0.05). Results Twelve residents completed the rhinoplasty OSCE. Medical knowledge assessment showed increasing performance with clinical year, 50% versus 84% for postgraduate year 3 and 6, respectively (P<0.005). Systems-based practice scores showed that all residents incorrectly submitted forms for billing and operative scheduling. All residents confirmed that the OSCE realistically represents an actual patient encounter. All faculty confirmed the utility of evaluating resident performance during the OSCE as a useful assessment tool for determining the Next Accreditation System Milestone level. Conclusions Aesthetic surgery training for residents will require innovative methods for education. Our examination showed a program-educational weakness in billing/coding, an area that will be improved upon by topic-specific lectures. A thoroughly developed OSCE can provide a realistic educational opportunity to improve residents' performance on the nonoperative aspects of rhinoplasty and should be considered as an adjunct to resident education.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.136-145
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• 2012

Purpose: The purpose of this study was to verify the educational effectiveness of the Objective structured clinical examination (OSCE) module development activities on nursing students in the areas of performance skill, knowledge, self-directed learning readiness, and problem solving ability for medication skill. Methods: This study was a nonequivalent control group non-synchronized post-test design. The subjects (N=47), who agreed to participate in this study, were assigned to either the experimental (n=24) or control group (n=23). The experimental group was trained with OSCE module development activities for four days. The control group was trained with a traditional demonstration and practice class for the same amount of time as the experimental group. Medication performance skill and knowledge tests and surveys were done to measure self-directed learning readiness, and learning satisfaction after the experimental treatments. Results: The experimental group which participated in the OSCE module development activities showed significantly higher performance skill, self-directed learning readiness, and problem solving ability for skin test and insulin medication than that of the control group of traditional education. Conclusion: It is recommended to use the OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.429-430
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• 2018

본 연구는 배뇨간호에서 간호학생의 OSCE (Objective Structured Clinical Examination) 모듈개발 활동의 교육효과를 파악하기 위한 비동등성 대조군 사후시차설계이다. OSCE 모듈개발 활동에 참여한 실험군은 전통적 교육을 받은 대조군보다 단순, 유치도뇨에 대한 지식, 수기술, 학습만족도에서 높은 점수를 보여 통계적으로 유의한 차이를 보였다, 본 연구 결과를 토대로 OSCE 모듈 개발 활동이 간호학생들의 간호수기술과 이에 따른 지식 습득에 효과적인 교육방법임이 확인되었다. 따라서 OSCE 모듈개발 활동을 간호수기술교육방법론으로 추천함과 동시에 추후 다양한 실습교육방법과 비교하여 그 효과를 비교하는 지속적인 연구가 필요하다.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.2
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• pp.210-216
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• 2011

Purpose: The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination). Methods: The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed. Results: Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students' self-assessment more closely approximated the professor's assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group. Conclusion: The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students' self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.285-295
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• 2017

This study was performed to examine the effects of the peer mentoring learning-based program, named preclinical objective structured clinical examination (OSCE), on self-confidence on core basic nursing skills and critical thinking disposition of nursing students. A nonequivalent control group pretest-posttest design was used. The participants were 68 sophomore nursing students of a university in J province. The research period was conducted from February 2016 to February 2017. As a result, OSCE increased self-confidence on core basic nursing skills and critical thinking disposition, compared to the control group. Post self-confidence on core basic nursing skills had positive correlations with post critical thinking. Therefore, we suggest that based on this study findings, further research be done to compare and analyze effectiveness of various peer mentoring learning-based OSCE programs.

• Kosin Medical Journal
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• v.33 no.2
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• pp.181-190
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• 2018

Objectives: Our school introduced a new curriculum based on faculty-directed, intensive, small-group teaching of clinical skills in the third-year medical students. To examine its effects, we compared the mean scores on an OSCE between the third- and fourth-year medical students. Methods: Third- and fourth-year students did rotations at the same five OSCE stations. They then completed a brief self-reporting questionnaire survey to examine the degree of satisfaction with new curriculum in the third-year students and clinical practice in the fourth-year students, as well as their perception of confidence and preparedness. We analyzed the OSCE data obtained from 158 students, 133 of whom also completed the questionnaire. Results: Mean OSCE scores on the breast examination and wet smear stations were significantly higher in the third-year group (P < 0.001). But mean OSCE scores of motor-sensory examination and lumbar puncture were significantly higher in the fourth-year group (P < 0.05). The mean OSCE scores had no significant correlation with satisfaction. In addition, the self-ratings of confidence had a high degree of correlation with satisfaction with new curriculum (r = 0.673) and clinical practice (r = 0.692). Furthermore, there was a moderate degree of correlation between satisfaction and preparedness in both groups (r = 0.403 and 0.449). Conclusions: There is no significant difference in the effect on the degree of clinical performance and confidence between an intensive-small group teaching and a 1-year clinical practice. If combined, intensive small group teaching and clinical practice would be useful to improve the degree of ability and confidence in medical students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2149-2162
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• 2011

Currently practical examination can't function as a practical technique ability evaluation', so there is a contradiction which even though a radiologist passed an examination for license, he has to complete a training course. To improve this problem, this study tried to deduce the most reasonable plan from the analysis of propriety of currently practical examination and what improvement points are. This conduct study was compared and analyzed the performance or practical examination of radiology from leading advanced countries within the samples of 634 radiologists, 56 professors of radiology. From the result of this study, it showed that radiology practical examination was difficult to be substituted by radiology clinical training since there were some critical differences between conditions of domestic and advanced countries. Therefore, the introduction of the radiology practical examination is inevitable and necessary. However the currently practical examination can't evaluate actual practical ability, so we could conclude that converting it into OSCE (objective structured clinical examination) form is essential. From now on, we should consider more about an in-depth study on types of advanced practical examination and how to suggest and present them in order to become an one of the advanced countries for radiologic technologist.