EducationalAssessment. Classroom MCQs Clinical OSCE. Objectives. By the end of seminar learners will be able to: Define assessment Overview of assessment and educational assessment Explain attributes of assessment
By the end of seminar learners will be able to:
Facts and principles
Signs and symptoms
Performance assessment in vivo
Undercover SPs, Video, Logs only in real world of
Performance assessment in vitro
OSCE, Standardized-patient based test
(Clinical) Context based tests
MCQ, essay, oral
Factual test: MCQs, Essay, Oral
Both areas tested by traditional written exams….
those in training and practice,
enable to make justifiable
Faculty attributes comprise
Students’ attributes consist of
Consists of two
Can be a question or an incomplete statement, scenario, problem
Several options/ distracters
But to choose the best response
1. A patient’s father died of Huntington’s chorea. What are the chances that pt will have the disease?
2. A pt resists the nurse's attempts to get him out of bed. If this attempt is without pt’s approval, what legal charge could nurse face?
3. On the 1st post-op day after an open reduction and internal fixation (ORIF) of the tibia with application of long leg cast, the pt begins complaining of severe pain uncontrolled by his scheduled pain med. What would be the priority nursing intervention?
4. A 70 yrs old woman is admitted to the hospital with a diagnosis of dehydration. Vital signs are stable. Serum sodium level is 165 mmol/L. Which of the fluid replacement is most likely to be administered?
Large content in single test
Scored easily and objectively
Measure understanding at numerous cognitive levels in taxonomy category
Time consuming in designing for faculty
More time needed by students to read and understand
Differentiate against creative, verbal student
Writing style affects scores
Difficult to write MCQs at synthesis and evaluation level
CPR being performed on a mannequin used for training
medical procedures / prescription, exercise prescription, joint mobilization / manipulation techniques, and interpretation of results.
(Borbasi & Koop 1994 as cited in Billing 2005)
AKU Med students
1st & 2nd year
Scenario based OSCE
(sometimes called obj
3rd & 4th year
Top to Toe
Assessment with random
Some centers also use viva, or Q/A with
OSCE stations can never be truly standardized and objective in the same way as a written exam.
(Rentschler et al, 2007)
(as cited in Rushforth 2007)
Literature says that it should be mandatory for nursing students as well
(Rentschler et al, 2007)
Can practice on peers as well
Encouragement and motivation
Students practice actively
Provide evaluation to students soon after exam
Billings,D.M,Halstead,J.A. (2003).Teaching in nursing: A guide for faculty. 2nd ed.
Bastable,S.B.(2003).Nurse as educator:principles of
teaching and learning for nursing practice. 2nd ed.New York: Jones and Bartlett Publishers.
Hammond,L,D & Bransford, J.(eds) (2005). Preparing
teachers for a changing world:what teachers should learn and be able to do. USA. Jossey Bass. pp 275-326
Norman, G. (2002) The long case versus objective structured clinical examinations. BMJ324: 748-749
Objective Structured Clinical Examination. Retrieved Jan 29, 2009 from http://www.osceskills.com/
Parks,R.,Warren,P.M.,Boyd,K.M., Cameron,H.,Cumming, A., & Jones, J.L. (2006).The Objective Structured Clinical Examination and student collusion: marks do not tell the whole truth.Journal of Medical Ethics,32. 734-738
Rentschler,D.D; Eaton,J; Cappiello,J; McNally,S.F; & McWilliam,P.(2007). Evaluation of undergraduate students using objective structured clinical examination. Journal of Nursing Education, 46 (3) 135-139
Rushforth, H.E. (2007). Objective structured clinical examination (OSCE): Review of literature and implications for nursing education. Nurse Education Today ,27, 481-490
Stiggins,R. J.(1999). Assessment, Student Confidence, and School Success. Phi Delta Kappan,81, (3) Retrieved Jan 23, 2009 from http://www.aac.ab.ca/final 2002.doc