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.
Inhaltsverzeichnis (Table of Contents)
- Chapter One: Introduction
- Background Information
- Statement of the Problem
- Study Objectives
- Chapter Two: Literature Review
- History of the OSCE
- What is an OSCE?
- Advantages of using the OSCE
- The impact of the OSCE on teaching and learning
- Competences assessed in the OSCE
- Perception of the OSCE by students
- Perception of the OSCE by Tutors
- The OSCE process
- How to set up an OSCE
- The number of stations used in the OSCE and the duration per station
- Patients used in the OSCE
- Standard setting in the OSCE
- The Validity of the OSCE
- Reliability of the OSCE
- The Internal and Inter-rater reliability in the OSCE
- Measuring the internal consistency in OSCE
- Other considerations in the OSCE
- Constraints/limitations of the OSCE
- Chapter Three: Background to the Study Area
- General background about the NHTI -Maridi
- Student assessment methods in the NHTI
- Rational for choosing the NHTI - Maridi for the Study
- Chapter Four: Methodology
- Study Design
- Sampling methods
- Data Collection Instruments
- Data Analysis
- Pre-testing methodology
- Expected Study Outcomes
- Study limitations
- Chapter Five: Results
- Introduction
- NHTI Tutors' evaluation of the OSCES
- Student's Evaluation of the OSCE
- Chapter Six: Discussion
- NHTI Tutors' evaluation of the OSCE Practice in NHTI
- NHTI Students' evaluation of the OSCE Practice in NHTI
- The Validity of the OSCES in NHTI
- The Reliability of the OSCES in NHTI
- The Impact of the OSCE on Teaching and Learning in NHTI
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This dissertation aims to evaluate the Objective Structured Clinical Examination (OSCE) used in the National Health Training Institute (NHTI) Clinical Officer Programme in Maridi, South Sudan. The study investigates the effectiveness and reliability of the OSCE as an assessment tool within this specific context.
- Effectiveness of the OSCE in assessing clinical competencies.
- Perceptions of the OSCE among students and tutors.
- Reliability and validity of the OSCE in the NHTI context.
- Impact of the OSCE on teaching and learning practices.
- Areas for improvement in the implementation and design of the OSCE at NHTI.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One: Introduction: This chapter sets the stage for the dissertation by providing background information on the NHTI Clinical Officer Programme in Maridi, South Sudan. It clearly articulates the problem statement, highlighting the need for a comprehensive evaluation of the OSCE's effectiveness in assessing clinical competencies within this specific context. The chapter concludes by outlining the study's specific objectives, which guide the subsequent research and analysis.
Chapter Two: Literature Review: This chapter delves into the existing literature on OSCEs, exploring their historical development, definition, advantages, and limitations. It examines various aspects of OSCE design and implementation, including the selection of stations, the use of simulated patients, and methods for ensuring validity and reliability. The review also explores the perceptions of students and tutors regarding the OSCE, drawing on previous research to inform the current study's investigation of these perceptions within the NHTI context. The chapter establishes a strong theoretical foundation for the subsequent empirical investigation.
Chapter Three: Background to the Study Area: This chapter provides essential contextual information about the NHTI in Maridi, South Sudan, including its overall structure, the student assessment methods employed, and the rationale for selecting this specific institution as the focus of the study. It contextualizes the research within the specific realities and challenges of the NHTI, setting the stage for a nuanced understanding of the findings.
Chapter Four: Methodology: This chapter details the research design and methods employed in the study. It outlines the sampling strategies used to select participants, the data collection instruments deployed, and the analytical approaches adopted. The chapter meticulously describes the pre-testing methodology, which helps validate the reliability of the tools used to collect data. The expected study outcomes and limitations of the study are also clearly articulated, enhancing the transparency and rigor of the research.
Chapter Five: Results: This chapter presents the findings of the study, focusing on the evaluations of the OSCE provided by both NHTI tutors and students. It systematically presents data on various aspects of the OSCE, including its perceived effectiveness, challenges, and potential areas for improvement. The presentation of the results is structured to allow for a clear understanding of the empirical findings, which will be further analyzed and discussed in subsequent chapters.
Chapter Six: Discussion: This chapter analyzes the findings presented in Chapter Five, exploring the implications of the results within the broader context of the literature review. The discussion focuses on several key themes, including the validity and reliability of the OSCE at NHTI, the impact of the OSCE on teaching and learning, and potential avenues for enhancing the OSCE's effectiveness. It connects the empirical data to existing literature to further enrich the analysis and place the findings into a well-informed scholarly context.
Schlüsselwörter (Keywords)
Objective Structured Clinical Examination (OSCE), Clinical Officer, Medical Education, Assessment, Validity, Reliability, South Sudan, National Health Training Institute (NHTI), Student Perception, Tutor Perception, Teaching and Learning.
Frequently Asked Questions: Evaluation of OSCE at NHTI, Maridi, South Sudan
What is the main topic of this dissertation?
This dissertation evaluates the effectiveness and reliability of the Objective Structured Clinical Examination (OSCE) used in the National Health Training Institute (NHTI) Clinical Officer Programme in Maridi, South Sudan, assessing its impact on teaching and learning.
What aspects of the OSCE are examined in the study?
The study examines several aspects of the OSCE, including its effectiveness in assessing clinical competencies, the perceptions of students and tutors, its reliability and validity within the NHTI context, and its impact on teaching and learning practices. It also identifies areas for improvement in the OSCE's implementation and design at NHTI.
What is included in the Table of Contents?
The table of contents outlines the dissertation's structure, covering an introduction, a literature review on OSCEs, background on the study area (NHTI-Maridi), the methodology used, the results, and a discussion of the findings. Each chapter has sub-sections detailing specific aspects of the OSCE and the study.
What are the key objectives of the study?
The key objectives are to assess the OSCE's effectiveness in evaluating clinical competencies, understand student and tutor perceptions of the OSCE, determine the reliability and validity of the OSCE at NHTI, analyze its impact on teaching and learning, and suggest areas for improvement.
What does the literature review cover?
The literature review comprehensively explores the history, definition, advantages, and limitations of OSCEs. It covers aspects like station selection, simulated patients, validity and reliability methods, and previously researched student and tutor perceptions to inform the current study.
What is the methodology used in the study?
The methodology section details the study design, sampling methods, data collection instruments, data analysis techniques, pre-testing methodology, expected outcomes, and limitations of the study. This ensures transparency and rigor in the research process.
What are the main findings presented in the dissertation?
The results chapter presents the findings based on NHTI tutors' and students' evaluations of the OSCE. This includes data on the OSCE's perceived effectiveness, challenges, and areas needing improvement.
What is discussed in the discussion chapter?
The discussion chapter analyzes the results, relating them to the literature review. Key themes discussed include the validity and reliability of the OSCE at NHTI, its impact on teaching and learning, and potential improvements. It connects the empirical data to existing research for a comprehensive analysis.
What are the key words associated with this dissertation?
The keywords include Objective Structured Clinical Examination (OSCE), Clinical Officer, Medical Education, Assessment, Validity, Reliability, South Sudan, National Health Training Institute (NHTI), Student Perception, Tutor Perception, and Teaching and Learning.
What is the overall aim of the study?
The overall aim is to provide a thorough evaluation of the OSCE's performance within the context of the NHTI Clinical Officer Programme in Maridi, South Sudan, offering insights for improvement and better integration of OSCEs into the teaching and learning process.
- Citar trabajo
- Manana David (Autor), 2015, An Evaluation of the OSCE used in the NHTI Clinical Officer Programme, Maridi, South Sudan, Múnich, GRIN Verlag, https://www.grin.com/document/518482
