• Journal of Acupuncture Research
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• 제38권3호
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• pp.219-226
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• 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.

• 의학교육논단
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• 제15권2호
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• pp.87-92
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• 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.

• 기본간호학회지
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• 제13권3호
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• pp.334-342
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• 2006

Purpose: The purpose of this study was to develop and examine the feasibility of OSCE for novice nurses. Method: The study was designed using a methodological design. Data were collected from January to February, 2005. Nine stations were developed for the examination. Five minutes was allowed for each station. The examination was administered to 2 groups of novice nurses. Results: OSCE for clinical performance improvement which consisted of nine 5-minute long stations, was developed. Those stations were tested by 79 beginning nurses who were divided into 2 groups. Reliability ranges for Cronbach's alpha were $0.399{\sim}0.811$ and the mean value was 0.797. Total mean score for the OSCE was 66.75. Total score for the 2nd group was significantly higher than the 1st group. The nurses were satisfied with the OSCE method and process. Conclusion: The OSCE can be an effective tool for evaluating clinical nursing skills in novice nurse. More reliable and valid stations need to be developed and then repeated evaluation of the nurses can be done.

• 한국임상보건과학회지
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• 제5권2호
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• pp.850-863
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• 2017

Purpose. The purpose of this study was to investigate effects of preclinical OSCE(Objective Structured Clinical Evaluation) on knowledge, confidence in their Core fundamental nursing skills and self-efficacy in nursing students. Method. The research design was a one group pretest-posttest design and it was done to assess changes in knowledge, confidence in core fundamental nursing skills and self-efficacy from pre to the post-test which was given after the OSCE. Data were collected from March 5 to April 7, 2016 from 37 nursing students who were taking the 15-hours using OSCE learning module at one Gyeongbuk-do, P-city. This practicum was composed of 4 core fundamental nursing skills and 5 other fundamental nursing skills. The knowledge consisted of a 10-item by researchers and the confidence of core fundamental nursing skills consisted of an 9-item NRS and the self-efficacy consisted of a 17-item 5-point scale and measured in both the pretest and posttest. The collected data were analyzed with SPSS IBM 20.0 program for the frequency, percentage, x2-test, and paired t-test. Rusult. The results showed that although scores of knowledge of OSCE learning module were significanlty increased from 5.22 to 7.03(t=5.30, p<.001). There were significantly increased in scores of confidence in core fundamental nursing skills from 5.13 to 7.27(t=10.01, p<.001), In the sub-scales of each core fundamental nursing skills was scored the highest. otherwise, there was no significant difference in self-efficacy(t=1.42, p=.161). Conclusions. Based on the results, this study suggests that OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.

• Journal of Acupuncture Research
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• 제39권2호
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• pp.105-114
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• 2022

Background: The objective structured clinical examination (OSCE) is used in the colleges of Korean Medicine, but few studies have validated the OSCE evaluation criteria or post-education questionnaires. Diagnostic ultrasound is used in Korean medicine treatment including acupuncture, acupotomy, and pharmacopuncture to increase the safety and efficacy of treatment. We aimed to develop and validate a OSCE checklist and questionnaire for diagnostic musculoskeletal ultrasound training. Methods: A OSCE checklist and rubric for diagnostic ultrasound training, and questionnaire was developed using literature research. Eight expert panelists verified each draft item in a single-round survey. Items with a content validity ratio (CVR) < 0.75 were excluded or modified to reflect the experts' opinions. Results: The OSCE checklist and rubric for diagnostic ultrasound training focusing on volar wrist and carpal tunnel syndrome included: 15 items revised according to CVR and expert opinions, the pre-examination procedure, structures to be identified by ultrasound, scans with 2 diagnostic criteria for carpal tunnel syndrome, an explanation of the exam results, and the post exam procedure. The questionnaire consisted of 15 items, including the overall evaluation of training, the effect of the OSCE, and the perception of the ultrasound. All 6 self-evaluation items were not revised, as they had a CVR of ≥ 0.75. Conclusion: An ultrasound OSCE for scanning the volar wrist and diagnosing carpal tunnel syndrome was developed using 15 validated tasks, 15 survey questions about ultrasound training, and 6 questions for self-evaluation. These results may be used in the future for education in diagnostic ultrasound.

• 대한한방소아과학회지
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• 제34권4호
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• pp.1-10
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• 2020

Objectives The purpose of this study is to evaluate the satisfaction and utility of a clinical training in Pediatrics of Korean Medicine after conducting participatory practices in clinical training. Methods A survey was conducted with 46 students who completed a clinical training in 2019. After completing Problem Based Learning (PBL), Objective Structured Clinical Examination (OSCE) and Clinical Performance Examination (CPX), they filled out the questionnaire composed of 15 questions. In addition, it was required to rank the preferences for clinical training items and describe what was good about, things that need to be improved or corrected, and other areas to be implemented as a part of the clinical training. Results 1. Mean of the total satisfaction score was 4.26. Mean satisfaction score of the educational method was 4.25, and mean score of the utility of educational effectiveness was 4.27. 2. Among the questions that evaluate satisfaction of the education program, 'I agree with OSCE as a part of the clinical training for juniors.' showed the highest score. Among the questions that evaluate utility of educational effectiveness, 'It will be helpful to treat patients as a Korean Medicine doctor in the future' showed the highest score. On the other hand, 'I actively participated in the clinical training' showed the lowest score. Conclusions A clinical training in Pediatrics of Korean Medicine can be highly valued from the viewpoint of the satisfaction and its utility.

• 대한한의학회지
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• 제43권1호
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• pp.6-17
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• 2022

Objectives: This study describes the implementation of a training course that aimed to increase the competency of undergraduate students of Korean medicine at a single college to obtain informed consent and perform bee venom acupuncture using an objective structured clinical examination (OSCE). Methods: We developed and implemented a short training course for 111 fourth-year students of Korean medicine during their clinical rotation at the Department of Acupuncture and Moxibustion Medicine. Lectures were conducted on the effects of and hypersensitivity reactions to bee venom acupuncture, obtaining informed consent, performing skin test and bee venom acupuncture. Due to the COVID-19 pandemic, some students were offered online lectures, and some could not experience the performance of OSCE in person. A survey with 16 closed and three open questions was used to investigate self-efficacy, opinions about the online lectures, and the OSCE. Results: Out of 111 questionnaires, 104 were completed (94%). Students were generally satisfied with the online lectures and OSCE. For the subjective questionnaire about what was helpful in the training of bee venom acupuncture techniques and OSCE, the authenticity of the teaching method was recorded the highest. Conclusions: This study showed that online lectures were effective in teaching clinical skills of Korean Medicine. It is necessary to produce standard educational materials for clinical skills of Korean Medicine, and studies to analyze the reliability and validity of OSCE are needed.

• 기본간호학회지
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• 제15권1호
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• pp.14-21
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• 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.

• 한국산학기술학회논문지
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• 제12권1호
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• pp.318-326
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• 2011

본 연구는 절차기술의 객관구조화 진료시험(Objective Structured Clinical Examination)에서 표준화환자가 평가자의 역할을 수행할 수 있는지 알아보기 위해 신뢰도를 평가하는데 그 목적이 있다. 시험의 주제는 남성 도뇨관삽관과 창상드레싱 2가지로 정하고, 2년 이상의 객관구조화 진료시험 채점 경력이 있는 표준화환자와 교수 각 4명을 2명씩 짝을 지워 한 주제 당 표준화환자 그룹과 교수 그룹이 동시에 채점하게 하였다. 표준화환자들에게는 술기의 정의, 방법, 주의점, 후유증에 대한 교육이 이루어졌으며 동영상이 포함된 강의, 교수의 시연 후 표준화환자가 직접 실습해보고 교수로부터 되먹임을 받는 순서로 총 8시간( 주제당 4시간)의 교육이 시행되었다. 8명의 평가자 모두 객관구조화 진료시험 전날 모여 기존의 동영상자료를 이용한 가상 채점으로 1시간동안 채점 표준화를 이루었다. 채점표는 체크리스트 14문항과 총괄평가 1문항으로 이루어졌다. 한 학생당, 주제당 5분간의 시험 후 2분간의 평가가 이루어졌다. 표준화환자와 교수간의 분석은 GENOVA program을 이용하였다. 연구 결과 주제 전체에서 G상수는 0.839, 평가자의 신뢰도는 0.946으로 매우 높았다. 표준화환자그룹과 교수그룹 사이의 평가자간 일치도는 체크리스트에서 0.949, 총괄평가에서 0.908이었다. 따라서 적절한 교육이 선행되어진다면 표준화환자도 절차기술의 객관화진료시험에 신뢰할 만한 평가자로 이용되어질 수 있을 것이다.

• 대한한방부인과학회지
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• 제33권1호
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• pp.116-127
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• 2020

Objectives: The purpose of this study is to analyze csatisfaction with clinica1 training in the department of Korean Medicine Obstetrics and Gynecology and the related factors. Methods: All the students on the graduating class of school of Korean Medicine, Dong-Shin University must be trained for 1 year in the department of Korean Medicine Obstetrics and Gynecology according to clinical training guideline including Objective Structured Clinical Examination (OSCE). After completing clinical training, we distributed questionaries to them about a reflex of the object of study, usefulness, difficulty, satisfaction and preference. And then, we analyzed the related factors including descriptive statistics, frequency analysis and correlation analysis by SPSS 12.0. Results: In general, a reflex of the aim of study (7.31±1.59), satisfaction with contents (7.44±1.58), and difficulty (6.13±1.34) were evaluated restectively. There is no statistically significant difference with sex. There is a statistically significant positive correlation between a reflex of the aim of study and satisfaction with contents. The primary preferences of clinical practice were Clinic Training, Ward Training, PBL (Problem Based Learning), OSCE. In OSCE, a reflex of the aim of study (7.04±1.83) and usefulness (7.02±1.97) were highly evaluated. There is no statistically significant difference with sex. The primary preferences for clinical OSCE practice were breast examination, genital examination, ultrasound scan, and pap smear. Facilities and equipment (6.84±2.01), contents of clinical training (7.29±1.83), the handout (7.20±1.98) and time scheduling (7.29±1.90) were evaluated respectively in general composition of clinical training. Conclusions: Clinical training program in the department of Korean Medicine Obstetrics and Gynecology can be highly estimated from the viewpoint of satisfaction with clinical training and the related factors.