The Objective
The Objective Structured Clinical Exam (OSCE): A Qualitative Study exploring Physical Therapy Student’s Experience
Amer Al Saif 1 and Samira Alsenany2
1Assistant Professor in Physical Therapy, Physical Therapy Department, Faculty of Applied Medical sciences, King Abdulaziz University, Jeddah, Saudi Arabia.
2Assistant Professor in Gerontology, Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia.[email protected]
Abstract: This study explored the student’s experience of an OSCE (Objective Structured Clinical Exam) at King Abdulaziz University (Physical Therapy Department) with standardized patients (senior physical therapists). In Objective Structured Clinical Examination (OSCE) the students practise the clinical skill in a safe area, such as with standardized patients (SP): simulated, artificial models or manikins are utilized with an examiner present. Data was collected through semi-structured interviews with thirty Physical Therapy students (PTSs). Miles and Hubermann’s (1994) approach was used to facilitate the analysis. This approach involves summarizing and classifying data using a thematic framework. Analysis revealed three main themes: (1) Positive and enriching experiences about the OSCE, (2) preparation for the OSCE exams (3) Feedback. Interestingly, the data reveal that OSCE mode is very useful to monitor the abilities students at college of Applied Medical Sciences (Physical Therapy Department), and stations can be designed to address different skills and knowledge. The greatest advantage of using OSCE is that it can be set up to integrate theory and practice in forms of small scenarios, simulations, case studies, standardized patient (SP) and the students can improve their own learning and reflection in a safe environment. In conclusion the OSCE evaluation of clinical skills is essential feedback and it plays an important motivating role between students and teachers to ensure the quality and appropriateness of a learning process. Furthermore, this study reported that clinical evaluation processes are more than one aspect ofclinical learning and he suggested that curricula judging of a student’s clinical practice as a teaching-learning strategy must be based on the concepts of meaning-making, reflection and teacher-student feedback, providing a basis for evaluation approaches. OSCEs are adaptable across professions, clinical skills and academic levels to promote development of functioning knowledge with potential for self, peer and academic feedback. Although there are a few drawbacks in using OSCE, such as time, cost, number of clinical instructors requested with a high number of students, it should not be neglected. However, OSCE can allow us to demonstrate knowledge, skills and attitude related to particular clinical skill in a safe environment.
[Amer Al Saif and Samira Alsenany. The Objective Structured Clinical Exam (OSCE): A Qualitative Study exploring Physical Therapy Student’s Experience. J Am Sci 2013;9(6):615-621]. (ISSN: 1545-1003).http://www.jofamericanscience.org. 78
Keywords: OSCE; Evaluations, Feedback, Standardized patient. Full Text 78
