The development, implementation and evaluation of a short course in Objective Structured Clinical Examination (OSCE) skills

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dc.contributor.advisor Archer, Elize
dc.contributor.author De Villiers, Adele en_ZA
dc.contributor.other University of Stellenbosch. Faculty of Health Sciences. Dept. of Obstetrics and Gynaecology. Centre for Health Sciences Education. en_ZA
dc.date.accessioned 2011-03-01T07:21:50Z en_ZA
dc.date.accessioned 2011-03-14T08:32:23Z
dc.date.available 2011-03-01T07:21:50Z en_ZA
dc.date.available 2011-03-14T08:32:23Z
dc.date.issued 2011-03 en_ZA
dc.identifier.uri http://hdl.handle.net/10019.1/6697
dc.description Thesis (MPhil)--University of Stellenbosch, 2011. en_ZA
dc.description.abstract Introduction: Objective Structured Clinical Examination (OSCE) examiner training is widely employed to address some of the reliability and validity issues that accompany the use of this assessment tool. An OSCE skills course was developed and implemented at the Stellenbosch Faculty of Health Sciences and the influence thereof on participants (clinicians) was evaluated. Method: Participants attended the OSCE skills course which included theoretical sessions concerning topics such as standard-setting, examiner influence and assessment instruments, as well as two staged OSCEs, one at the beginning and the other at the end of the course. During the latter, each participant examined a student role-player performing a technical skill while being video recorded. Participants‟ behaviour and assessment results from the two OSCEs were evaluated, as well as the feedback from participants regarding the course and group interviews with student role players. Results: There was a significant improvement in inter-rater reliability as well as a slight decrease in inappropriate examiner behaviour, such as teaching and prompting during assessment of students. Furthermore, overall feedback from participants and perceptions of student role-players was positive. Discussion: In this study, examiner conduct and inter-rater reliability was positively influenced by the following interventions: examiner briefing; involvement of examiners in constructing assessment instruments as well as viewing (on DVD) and reflection, by examiners, of their assessment behaviour. Conclusion: This study proposes that the development and implementation of an OSCE skills course is a worthwhile endeavour in improving validity and reliability of the OSCE as an assessment tool. en_ZA
dc.format.extent 9 p.
dc.language.iso en_ZA en_ZA
dc.publisher Stellenbosch : University of Stellenbosch en_ZA
dc.subject OSCE en_ZA
dc.subject Examiner training en_ZA
dc.subject Objective Structured Clinical Examination en_ZA
dc.subject Dissertations -- Obstetrics and gynaecology en_ZA
dc.subject Theses -- Obstetrics and gynaecology en_ZA
dc.title The development, implementation and evaluation of a short course in Objective Structured Clinical Examination (OSCE) skills en_ZA
dc.type Thesis en_ZA
dc.rights.holder University of Stellenbosch en_ZA


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