“The OSCE code” Objective Structured Clinical Examination

“An Assessment tool designed to measure a performance against a learning outcome” Pros Representative of “real life” Individual performance can be observed Transparent process Good team building Cons Labour and resource intensive Time consuming Can be challenging / demanding / tiring for staff

What can be assessed?  Patient assessment  An intervention  A Thought Process e.g. Diagnostic reasoning  Approach to a clinical setting E.g. interpretation of an X-ray

Full simulated of a “real” situation OSCEs are based on practice not necessarily how the complete job is done A discrete aspect of a learning outcome e.g.Taking a blood pressuree.g A full ALS resuscitation

Planning Considerations  What is being assessed (Criteria)  Timetable/venue(Add a bit on!)  Resources(Kit, actors or patients)  Staff(Academic/support)  Documentation(Instructions)  Internal moderation (Observed/recorded)  External moderation (Observed/recorded)  Refreshments(Everyone!)  PPPPP…(What ifs…..)

If CARLING wrote learning outcomes they would look like this! “Competently assess, examine, diagnose, treat, refer or discharge, the adult patient with selected conditions or presentations including those with minor injuries, minor ailments, those in pain and those with mental health needs in a variety of emergency/ unscheduled care environments.” How do we translate this to an OSCE ?

Developing the assessment Key words from Learning outcomes criteria etc Mind map Personal experience Trial run Outside experts Best practice. What do others do ? National criteria Data Subjective Objective

On the day…  The Briefing  The performance of the skill by the candidate  Closure  Session closure for the team  The Briefing  The performance of the skill by the candidate  Closure  Session closure for the team Don’t forget PPPPP and a review afterwards…

School of Education, Health & Sciences We’ve Come A Long Way!

 Suitability of subject/module to computerised assessment  Learning outcomes of the assessment  Paper based ideas of question types  Advice & direction from CIAD School of Education, Health & Sciences Getting Started

 Logging of assessment with CIAD ~ September  Development of materials for use in assessment  Materials available 1 month prior to running of the assessment  Assessment prepared  Assessment ‘hammered’  Assessment signed off and made active School of Education, Health & Sciences The Development Process

 Cost effective  Time efficiency  Reduction in staff stress ( once it’s ready!)  Results analysis & statistics School of Education, Health & Sciences Efficiencies

 ‘Enjoyable!’  High quality  Maintained interest throughout exam  Noisy exam room  Resricted revisiting of answered questions School of Education, Health & Sciences Students’ Perceptions

 ‘Enjoyable!’  High quality  Maintained interest throughout exam  Noisy exam room  Resricted revisiting of answered questions School of Education, Health & Sciences Students’ Perceptions

 Design & question styles  Formatting  Running of assessment  Data analysis & evaluation School of Education, Health & Sciences CIAD Support

 Formative assessment  Use of technology within the clinical skills facility to enhance the resources  E-learning module School of Education, Health & Sciences Future Strategies

Simulated Training and Assessment Sim Man is a full body,adult manikin that allows the simulation of Basic and Advanced Life Support Skills and Assessment to develop both individual and team skills.

Unlike most men! Durable, Rugged and lifelike;made to withstand years of use. Interactive and gives immediate feedback to interventions. Can be programmed with verbal responses. Ta me Duck

Assessment & Training ALS/ILS training & Assessment Individual procedures Auscultation: Cardiac, Respiratory & Abdominal Verification of death Separate defibrilator and ECG monitor Tension Pneumothoraces can be simulated and needle decompression performed.

Components Oral/nasal pharyngeal airways Bag/valve mask devices Can be ventilated Right arm is a Multi-venous IV arm allowing: Cannulation,Phlebotomy,Dru g administration&Infusion. veins are self sealing allowing multiple uses. Left Arm Take B/P. Physiologically correct palpable pulses:carotid, femoral,radial and brachial. Contains bilateral thigh, gluteal pads for IM and Subcut inj. Changed for optional trauma or nursing wound modules.

ADDITIONALLY There is also SIM Baby & Sim Child (6yrs old) Correct anatomical differences. Haven’t produced Sim Adolescent as NO ONE WOULD TURN IT ON!

Any questions?