The National Health Training Institute (NHTI)-Maridi, in South Sudan adapted the Objective structured Clinical Examination (OSCE) for assessing clinical competence in 2008. However, since then no formal evaluation of the OSCE for the Clinical Officers programme had been conducted.
The objectives of this educational evaluation study were to assess the tutors’ and students’ knowledge on the OSCE, evaluate the practice/implementation of the OSCE, assess the attitudes of the NHTI tutors and students towards the OSCE, assess the validity and reliability of the previous OSCEs and to determine the impact of the OSCE on the teaching and learning in the Clinical Officer (CO) programme.
It was a cross-sectional educational research that employed both quantitative and qualitative techniques as well as documentary analysis of past OSCE papers and results. Convenience sampling method was used to select the NHTI faculty and students to participate in the study. Self-administered questionnaires were used to collect data. SPSS was used to analyse the quantitative data while the qualitative data was analysed manually.
Results established that all the eleven NHTI tutors and the majority (71%) of the third year and (59%) second year students had a clear understanding of the OSCE. All tutors and students who participated in this study had practical experience of the OSCE. A high rating was given for the previous OSCE organization and implementation by both the faculty and students. Fifty five percent of the tutors preferred OSCE alone while 36% of them preferred a combination of long-case/short case format of assessing clinical competence.
Twenty eight percent of the students preferred the OSCE alone while 64% of them preferred a combination of the OSCE and long-case/short case formats of assessing clinical competence. Findings also demonstrated that all of the previous OSCEs had good content, face and predictive validity as well as reliability. Overall, results illustrated that the OSCE has had a positive impact on both the teaching and learning in the CO programme. This has resulted in better performance in clinical assessment since it was introduced in 2008.
Table of Contents
1. CHAPTER ONE: INTRODUCTION
1.1 Background Information
1.2 Statement of the Problem
1.3 Study Objectives
2. CHAPTER TWO: LITERATURE REVIEW
2.1 History of the OSCE
2.2 What is an OSCE?
2.3 Advantages of using the OSCE
2.4 The impact of the OSCE on teaching and learning
2.5 Competences assessed in the OSCE
2.6 Perception of the OSCE by students
2.7 Perception of the OSCE by Tutors
2.8 The OSCE process
2.9 How to set up an OSCE
2.10 The number of stations used in the OSCE and the duration per station
2.11 Patients used in the OSCE
2.12 Standard setting in the OSCE
2.13 The Validity of the OSCE
2.14 Reliability of the OSCE
2.15 The Internal and Inter-rater reliability in the OSCE
2.16 Measuring the internal consistency in OSCE
2.17 Other considerations in the OSCE
2.18 Constraints/limitations of the OSCE
3. CHAPTER THREE: BACKGROUND TO THE STUDY AREA
3.1 General background about the NHTI –Maridi
3.2 Student assessment methods in the NHTI
3.3 Rational for choosing the NHTI – Maridi for the Study
4. CHAPTER FOUR: METHODOLOGY
4.1 Study Design
4.2 Sampling methods
4.3 Data Collection Instruments
4.4 Data Analysis
4.5 Pre-testing methodology
4.6 Expected Study Outcomes
4.7 Study limitations
5. CHAPTER FIVE: RESULTS
5.1 Introduction
5.2 NHTI Tutors’ evaluation of the OSCEs
5.3 Student’s Evaluation of the OSCE
6. CHAPTER SIX: DISCUSSION
6.1 NHTI Tutors’ evaluation of the OSCE Practice in NHTI
6.2 NHTI Students’ evaluation of the OSCE Practice in NHTI
6.3 The Validity of the OSCEs in NHTI
6.4 The Reliability of the OSCEs in NHTI
6.5 The Impact of the OSCE on Teaching and Learning in NHTI
7. CHAPTER SEVEN: CONCLUSION & RECOMMENDATIONS
7.1 Conclusion
7.2 Recommendations
Research Objectives and Focus
This study aims to evaluate the implementation and impact of the Objective Structured Clinical Examination (OSCE) within the Clinical Officer training programme at the National Health Training Institute (NHTI) in Maridi, South Sudan. The core research focus is to assess the effectiveness of the OSCE as an assessment tool in terms of validity, reliability, and its contribution to the teaching and learning process, while identifying potential limitations and areas for institutional improvement.
- Assessment of knowledge and attitudes regarding OSCE among faculty and students.
- Evaluation of the current implementation practices of OSCE in the Clinical Officer curriculum.
- Analysis of validity and reliability of previous OSCE examination papers and results.
- Investigation of the impact of OSCE on student learning strategies and clinical performance.
Excerpt from the Book
The OSCE process
According to Praveen and Suman (2008b) the OSCE process involves the following steps;
a) Defining the purpose and domain of what is to be assessed based on the curriculum.
b) Identifying the skills which the student must learn and thus need to be assessed.
c) Converting the identified skills into specific questions or tasks that can be answered in 4 to 5 minutes. Each question or task assigned is identified as an OSCE/OSPE station, which can be; a procedure, question, couplet and or rest stations.
d) Preparing a checklist consisting of the vital steps, which students have to follow to accomplish at the procedure station. Each step in the checklist can be given differential marks depending upon the significance of that step over another.
e) Reviewing and validating the test with a mock examination or practice.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the background of OSCE adoption at NHTI and defines the primary objectives and research questions of the study.
CHAPTER TWO: LITERATURE REVIEW: Examines the historical context, methodology, and theoretical frameworks surrounding the OSCE, including validity and reliability metrics.
CHAPTER THREE: BACKGROUND TO THE STUDY AREA: Describes the institutional profile of the NHTI in Maridi and its current student assessment methods.
CHAPTER FOUR: METHODOLOGY: Explains the cross-sectional research design, sampling techniques, and data collection tools used to evaluate the OSCE program.
CHAPTER FIVE: RESULTS: Presents the findings gathered from questionnaires distributed to NHTI tutors and students, alongside a documentary analysis of past OSCE papers.
CHAPTER SIX: DISCUSSION: Analyzes and interprets the study findings, comparing them with established literature on clinical assessment methods and OSCE practices.
CHAPTER SEVEN: CONCLUSION & RECOMMENDATIONS: Synthesizes the overall research findings and offers evidence-based recommendations for improving OSCE implementation at the institute.
Keywords
OSCE, Clinical Officer Programme, Medical Education, Clinical Competence, Validity, Reliability, Standard Setting, Assessment Methods, Student Evaluation, Tutor Perception, South Sudan, Clinical Skills, Formative Assessment, Summative Assessment, Curriculum Blueprinting.
Frequently Asked Questions
What is the core focus of this dissertation?
The dissertation evaluates the Objective Structured Clinical Examination (OSCE) as implemented at the National Health Training Institute (NHTI) in Maridi, South Sudan, assessing its effectiveness, impact on teaching and learning, and its validity and reliability as an assessment tool for Clinical Officers.
What are the primary thematic areas covered?
The study covers the history and definition of OSCE, assessment of clinical competencies, perception of faculty and students, standard setting methods, validity/reliability measures, and the practical constraints of implementation.
What is the ultimate goal of the research?
The primary goal is to provide a formal evaluation of the OSCE's impact on the Clinical Officer curriculum since its introduction in 2008 and to offer actionable recommendations for its future optimization.
What methodology does the author employ?
The research is a cross-sectional educational study employing a triangulation of quantitative and qualitative methods, including self-administered questionnaires for tutors and students, as well as documentary analysis of past OSCE papers and results.
What aspects does the main body address?
The main body discusses the theoretical framework of OSCEs, the specific context of the study area, the research methodology, detailed results from surveys, and a critical discussion of these results in relation to existing global standards in medical education.
Which keywords best characterize this research?
Key terms include OSCE, Clinical Officer Programme, Medical Education, Clinical Competence, Validity, Reliability, Standard Setting, Assessment Methods, and Student/Tutor evaluation.
How does the NHTI approach standard setting for OSCEs?
The study notes that the NHTI uses a criterion-referenced approach with a 50% pass mark, involving moderation by tutors, and recommends transitioning toward the Borderline Regression Method for more robust standard setting.
What are the identified weaknesses of the OSCE implementation at NHTI?
Participants highlighted challenges such as inadequate hall space, time-consuming preparations, difficulty in sourcing patients, observer fatigue, and the need for more clear, concise marking schemes.
- Arbeit zitieren
- Manana David (Autor:in), 2015, An Evaluation of the OSCE used in the NHTI Clinical Officer Programme, Maridi, South Sudan, München, GRIN Verlag, https://www.grin.com/document/518482
