To the content
1 . 2021

ASSESSMENT OF CLINICAL COMPETENCE USING OBJECTIVE STRUCTURED CONTROL BASED ON INTEGRATED MODULES

Abstract

Introduction. The Objective Structured Clinical Examination (OSCE) is an important valid mechanism for evaluating students' practical knowledge. In the Republic of Kazakhstan, the objective structured clinical examination (OSCE) is included as a mandatory component of the final control for students of intermediate and graduate courses of medical universities of the country.

Material and methods. The article traces the experience of conducting OSCE among 3rd year students of the specialty "General Medicine" of the Karaganda Medical University, Republic of Kazakhstan.

Results. The authors have shown that OSCE helps to demonstrate that students have mastered the following learning competencies in the discipline "Pathology of organs and systems": knowledge of biomedical sciences, communication skills, teamwork skills. The authors note that positive aspects of this teaching method include the ability to show students the integrated knowledge gained in the study of the discipline, while mastering skills, and teachers to objectively assess practical skills.

Conclusion. The practice of using an objective structured clinical examination (OSCE) in higher medical schools for assessing clinical competence in different countries of the world is more than 40 years. But the literature contains sporadic information about the procedure for passing practical skills in clinical disciplines in foreign medical universities, referred to as "an exam with a full description of clinical cases". Since 2014 in the Republic of Kazakhstan the OSCE has been a mandatory component of the final control for medical students studying under the bachelor's degree program in senior years and under the residency program. The difficulty lies in the integrated teaching and control of the development of clinical competence in 3rd-year students studying basic and mandatory disciplines in the pathology of eight systems: cardiovascular, respiratory, nervous, endocrine, digestive, urinary, haematological, musculo-skeletal.

Keywords:objective structured clinical examination (OSCE), 3rd-year students of the specialty "General Medicine", educational competence, final control form

Funding. The study had no sponsor support.

Conflict of interests. The authors declare no conflict of interests.

For citation: Zhautikova S.B., Abikenova F.S., Zhienbayeva K.M., Abdikadyrova H.R., Suleymenova B.M., Baryshnikova I.A. Assessment of clinical competence using objective structured control based on integrated modules. Meditsinskoe obrazovanie i professional'noe razvitie [Medical Education and Professional Development]. 2021; 12 (1): 8-18. DOI: https://doi.org/10.33029/2220-8453-2021-12-1-8-18 (in Russian)

References

1. Oyvin I.A. Statistical processing of experimental research results. Pathologicheskaya fiziologiya i experimental’naya terapiya [Pathological Physiology and Experimental Therapy]. 1960; (4): 76–85. (in Russian)

2. Fletcher R., Fletcher S., Wagner E. Clinical epidemiology. the basics of evidence-based medicine. Moscow: Media Sfera, 1998: 345 p. (in Russian)

3. Khan K.Z., Ramachandran S., Gaunt K., Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organization & administration. Meditsinskoe obrazovanie i professional’noe razvitie [Medical Education and Professional Development]. 2014; (2): 23–40. (in Russian)

4. Kurkin A.V., Esimova R.Zh., Dzhumabaeva S.K., Nurseitova K.T. Objective structured clinical exam integrated with biomedical disciplines. Mezhdunarodniy zhurnal eksperimental’nogo obrazovaniya [International Journal of Experimental Education]. 2017; (3): 30–3. (in Russian)

5. Balkizov Z.Z., Semenova T.V. Objective structured clinical examination. Guide. Meditsinskoe obrazovanie i professional’noe razvitie [Medical Education and Professional Development]. 2016; (3): 27–51. URL: https://cyberleninka.ru/article/n/obektivnyy-strukturirovannyy-linicheskiy-ekzamen-rukovodstvo-2016 (in Russian)

6. Zhautikova S.B., Abikenova F.S. On the experience of introducing modern methods of education into the educational process of the Department of Pathological Physiology of Karaganda State Medical University. Sovremennye problemy nauki i obrazovaniya [Modern Problems of Science and Education] (electronic journal). 2018; (5). URL: http://www.science-education.ru/ru/article/view?id=28113 (in Russian)

7. Shchastny A.T., Rednenko V.V., Konevalova N.Yu., Poplavtsev E.V. Prospects for the introduction of an objective clinical exam at the Vitebsk State Medical University. Vestnik Vitebskogo gosudarstvennogo meditsinskogo universiteta [Bulletin of Vitebsk State Medical University]. 2017; 16 (4): 111–8. (in Russian)

8. Frazer R.C., Mckinley R.K., Mulholland H. Consultation competence in general practice: establishing the face validity of prioritized criteria in the Leicester assessment package. Br J Gen Pract. 1994; 44 (380): 109–13.

9. Ponnamperuma G.G., et al. The long case and its modification a literature review. Med Educ. 2009; 43 (10): 936–41.

10. Gleeson F. Assessment of clinical competence using the Objective Structured Long Examination Recon (OSLER). Med Teach. 1997; 19: 7–14.

11. Harden R.M., Gleeson F.A. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979; 13 (1): 41–54.

12. Troncon L.E.A., et al A standardized, structured long-case examination of clinical competence of senior medical students. Med Teach. 2000; 22 (4): 380–5.

13. Sood R. Long case examination – can it be improved? J Indian Acad Clin Med. 2001; 2 (4): 251–5.

14. Hamdy H., et al. Undergraduate medical education in the Gulf Cooperation Council: a multi-countries study (Part 2). Med Teach. 2010; 32 (2): 290–5.

15. Wass V., van der Vleuten C. The long case. Med Educ. 2004; 38 (11): 1176–80.

All articles in our journal are distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0 license)

CHIEF EDITOR
CHIEF EDITOR
Balkizov Zalim Zamirovich
Secretary General of the Russian Society of Medical Education Specialists, Director of the Institute of Training of Medical Education Specialists of the Russian Medical Academy of Continuing Professional Education, 125993, Moscow, Russian Federation, Professor of the Department of Vocational Education and Educational Technologies of the N.I. Pirogov RNIMU of the MOH of Russia, CEO of GEOTAR-Med, Advisor President of the National Medical Chamber, Moscow, Russian Federation

Journals of «GEOTAR-Media»