The objective structured clinical examination (OSCE) was first described by Dr. Ronald Harden in the 1970s (1). As a new evaluation tool that allowed clinicians to be observed performing in many different clinical situations, the OSCE was a major improvement over oral examinations in which only one clinical encounter was observed. The OSCE also incorporated the technology of standardized patients first described by Barrows and Abrahamson in 1964 (2). The use of standardized patients allowed the nature of problems and the level of difficulty to be standardized for all students (3). This combination of multiple observations and standardization of content and difficulty made the OSCE a very popular evaluation tool. Further, extensive research demonstrated that OSCEs could have excellent psychometric properties. As a result, the use of OSCEs is now extensive in medical schools throughout the world. OSCEs have become indispensable for the assessment of medical students, clinical clerks, interns, and residents and of candidates for licensure and certification. OSCEs are also used extensively for the assessment of the competence of other health professionals, including chiropractors, nurses, nurse practitioners, pharmacists, and physiotherapists. In addition, the development of certification exams by both the Medical Council of Canada and the
Creating, Monitoring, and Improving a Psychiatry OSCE: A Guide for Faculty
Abstract
The objective structured clinical examination (OSCE) was first described by Dr. Ronald Harden in the 1970s (1). As a new evaluation tool that allowed clinicians to be observed performing in many different clinical situations, the OSCE was a major improvement over oral examinations in which only one clinical encounter was observed. The OSCE also incorporated the technology of standardized patients first described by Barrows and Abrahamson in 1964 (2). The use of standardized patients allowed the nature of problems and the level of difficulty to be standardized for all students (3). This combination of multiple observations and standardization of content and difficulty made the OSCE a very popular evaluation tool. Further, extensive research demonstrated that OSCEs could have excellent psychometric properties. As a result, the use of OSCEs is now extensive in medical schools throughout the world. OSCEs have become indispensable for the assessment of medical students, clinical clerks, interns, and residents and of candidates for licensure and certification. OSCEs are also used extensively for the assessment of the competence of other health professionals, including chiropractors, nurses, nurse practitioners, pharmacists, and physiotherapists. In addition, the development of certification exams by both the Medical Council of Canada and the
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Creating, Monitoring, and Improving a Psychiatry OSCE: A Guide for Faculty
Hodges, Brian; Hanson, Mark; McNaughton, Nancy; Regehr, Glenn
Follow Academic Psychiatry
, Volume 26 (3): 134
American Psychiatric Publishing, Inc (Journal) – Sep 1, 2002
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