Medical education, in general, and psychiatry education, in particular, has been changing dramatically. Clerkships now include goals and objectives and have well-organized clinical experiences and didactic activities. It is no longer acceptable that trainees be evaluated by vague impressions and global rating scales, and take written exams largely detached from the clinical setting. As the formal curriculum evolved, the demand for change in evaluation of students and residents performance has increased. One of the major changes in evaluation has been the development of the Objective Structured Clinical Examination (OSCE). Hardin and Gleeson (1) outlined the elements of a performance-based examination called the Objective Structured Clinical Examination. This examination consisted of various stations that required students to perform certain activities determined by previously stated objectives for each of the stations. Students were evaluated on their ability to carry out these tasks. In this examination format, typically each station was of short duration and focused on a specific skill or activity. Students were rated by faculty based on direct observation and/or rating scales. This concept was developed further by other investigators by increasing the length of each station and requiring fourth-year medical students to complete more complex and comprehensive activities
Psychiatry Clerkship Objective Structured Clinical Examination is Here to Stay
Abstract
Medical education, in general, and psychiatry education, in particular, has been changing dramatically. Clerkships now include goals and objectives and have well-organized clinical experiences and didactic activities. It is no longer acceptable that trainees be evaluated by vague impressions and global rating scales, and take written exams largely detached from the clinical setting. As the formal curriculum evolved, the demand for change in evaluation of students and residents performance has increased. One of the major changes in evaluation has been the development of the Objective Structured Clinical Examination (OSCE). Hardin and Gleeson (1) outlined the elements of a performance-based examination called the Objective Structured Clinical Examination. This examination consisted of various stations that required students to perform certain activities determined by previously stated objectives for each of the stations. Students were evaluated on their ability to carry out these tasks. In this examination format, typically each station was of short duration and focused on a specific skill or activity. Students were rated by faculty based on direct observation and/or rating scales. This concept was developed further by other investigators by increasing the length of each station and requiring fourth-year medical students to complete more complex and comprehensive activitiesPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Psychiatry Clerkship Objective Structured Clinical Examination is Here to Stay
Vaidya, Nutan Atre
Follow Academic Psychiatry
, Volume 32 (3): 177
American Psychiatric Publishing, Inc (Journal) – May 1, 2008
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