The new book is the definitive text on the Objective Structured Clinical Examination (OSCE), providing an easily accessible account of the breadth and depth of experience gained worldwide from its use in a wide range of contexts and in different phases of education. The lessons learned from these diverse experiences are included throughout the text.
Used globally in all phases of education in the different healthcare professions, the OSCE was first described by the lead author, Harden, in 1975 and it is now the gold standard for performance assessment.
The new book is the definitive text on the Objective Structured Clinical Examination (OSCE), providing an easily accessible account of the breadth and depth of experience gained worldwide from its use in a wide range of contexts and in different phases of education. The lessons learned from these diverse experiences are included throughout the text.
Used globally in all phases of education in the different healthcare professions, the OSCE was first described by the lead author, Harden, in 1975 and it is now the gold standard for performance assessment.
1. Section A An introduction to the OSCE - p. xx 2. 1 What is an OSCE? - p. 1 3. 2 The inside story of the development of the OSCE - p. 13 4. 3 The OSCE as the gold standard for performance assessment - p. 23 5. 4 How the OSCE can contribute to the education programme - p. 35 6. 5 What is assessed in an OSCE? - p. 49 7. Section B Implementation of an OSCE - p. 62 8. 6 Choosing a format for an OSCE - p. 65 9. 7 The setting for an OSCE - p. 83 10. 8 The patient - p. 91 11. 9 The examiner - p. 105 12. 10 Implementing an OSCE - p. 115 13. 11 Evaluating the examinee's performance - p. 127 14. 12 Providing feedback to the learner - p. 149 15. 13 The examinee's perspective - p. 161 16. 14 Evaluating an OSCE - p. 169 17. 15 Costs and implementing an OSCE with limited resources - p. 181 18. Section C Some final thoughts - p. 191 19. 16 Limitations of the OSCE - p. 193 20. 17 Conclusions and looking to the future - p. 203 21. Section D - p. 212 22. Case Studies - p. 213 23. 1 Case Study: Dundee Medical School – Year 2 OSCE - p. 217 24. 2 Case Study: King Saud bin Abdulaziz University for Health Sciences Cardiovascular System Block Phase 2 OSCE - p. 224 25. 3 Case Study: Manchester Medical School MBChB – Phase 2 Formative OSCE - p. 229 26. 4 Case Study: Monash University Malaysia Formative OSCE - p. 239 27. 5 Case Study: UCL Medical School Final Examinations – Short Station OSCE - p. 245 28. 6 Case Study: Culture OSCE for Pediatric Residents - p. 252 29. 7 Case Study: Medical Council of Canada's Qualifying Examination Part II - p. 263 30. 8 Case Study: OSCE for PGY-1 Resident Physicians – Madigan Army Medical Center - p. 272 31. 9 Case Study: Dundee Undergraduate BSc in Nursing Programme – First-year OSCE - p. 278 32. 10 Case Study: OSCE in Undergraduate Dentistry - p. 283 33. 11 Case Study: Diploma in Veterinary Nursing - p. 287 34. 12 Case Study: Summative OSCE for a Clinical Pharmacy Course, Malaysia - p. 294 35. 13 Case Study: Postgraduate Year 1 – Patient Safety OSCE - p. 302 36. 14 Case Study: Basic Abdominal Ultrasound Course - p. 306 37. 15 Case Study: Dundee Medical School Multiple Mini-Interview (MMI) - p. 315 38. References - p. 323 39. Bibliography - p. 345 40. Index - p. 353
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The new book is the definitive text on the Objective Structured Clinical Examination (OSCE), providing an easily accessible account of the breadth and depth of experience gained worldwide from its use in a wide range of contexts and in different phases of education. The lessons learned from these diverse experiences are included throughout the text.
Used globally in all phases of education in the different healthcare professions, the OSCE was first described by the lead author, Harden, in 1975 and it is now the gold standard for performance assessment.
The new book is the definitive text on the Objective Structured Clinical Examination (OSCE), providing an easily accessible account of the breadth and depth of experience gained worldwide from its use in a wide range of contexts and in different phases of education. The lessons learned from these diverse experiences are included throughout the text.
Used globally in all phases of education in the different healthcare professions, the OSCE was first described by the lead author, Harden, in 1975 and it is now the gold standard for performance assessment.
1. Section A An introduction to the OSCE - p. xx 2. 1 What is an OSCE? - p. 1 3. 2 The inside story of the development of the OSCE - p. 13 4. 3 The OSCE as the gold standard for performance assessment - p. 23 5. 4 How the OSCE can contribute to the education programme - p. 35 6. 5 What is assessed in an OSCE? - p. 49 7. Section B Implementation of an OSCE - p. 62 8. 6 Choosing a format for an OSCE - p. 65 9. 7 The setting for an OSCE - p. 83 10. 8 The patient - p. 91 11. 9 The examiner - p. 105 12. 10 Implementing an OSCE - p. 115 13. 11 Evaluating the examinee's performance - p. 127 14. 12 Providing feedback to the learner - p. 149 15. 13 The examinee's perspective - p. 161 16. 14 Evaluating an OSCE - p. 169 17. 15 Costs and implementing an OSCE with limited resources - p. 181 18. Section C Some final thoughts - p. 191 19. 16 Limitations of the OSCE - p. 193 20. 17 Conclusions and looking to the future - p. 203 21. Section D - p. 212 22. Case Studies - p. 213 23. 1 Case Study: Dundee Medical School – Year 2 OSCE - p. 217 24. 2 Case Study: King Saud bin Abdulaziz University for Health Sciences Cardiovascular System Block Phase 2 OSCE - p. 224 25. 3 Case Study: Manchester Medical School MBChB – Phase 2 Formative OSCE - p. 229 26. 4 Case Study: Monash University Malaysia Formative OSCE - p. 239 27. 5 Case Study: UCL Medical School Final Examinations – Short Station OSCE - p. 245 28. 6 Case Study: Culture OSCE for Pediatric Residents - p. 252 29. 7 Case Study: Medical Council of Canada's Qualifying Examination Part II - p. 263 30. 8 Case Study: OSCE for PGY-1 Resident Physicians – Madigan Army Medical Center - p. 272 31. 9 Case Study: Dundee Undergraduate BSc in Nursing Programme – First-year OSCE - p. 278 32. 10 Case Study: OSCE in Undergraduate Dentistry - p. 283 33. 11 Case Study: Diploma in Veterinary Nursing - p. 287 34. 12 Case Study: Summative OSCE for a Clinical Pharmacy Course, Malaysia - p. 294 35. 13 Case Study: Postgraduate Year 1 – Patient Safety OSCE - p. 302 36. 14 Case Study: Basic Abdominal Ultrasound Course - p. 306 37. 15 Case Study: Dundee Medical School Multiple Mini-Interview (MMI) - p. 315 38. References - p. 323 39. Bibliography - p. 345 40. Index - p. 353
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