1. Dejan Bokonjic Mirza Oruc Srdjan Masic
OSCE
Dejan Bokonjic
Mirza Oruc
Srdjan Masic

2. OSCE
OBJECTIVE
STRUCTURED
CLINICAL
EXAMINATION

3. OSCE World standard for objectice checking
of student knowledge and skills

4. Continual evaluation of student knowledge.
Continual evaluation of student knowledge
Teaching process
Student
exam

5. Miller’s pyramids of knowledge and examination systemDo
Standardize patient .
Show
Practical exam, OSCE/ OSPE/ OSE
Knows how
Application of knowledge (MCQ, aritcles...)
Knows
Seminars, oral exams

6. Methods for evaluation of knowledge
Objective
Standardize
Consistent with program of teaching
Examining theoretical knowledge
Involve practical skills and attitudes
Enhance capability for solving of problems
Enhance capability for making plans for adequate treatment of patients

7. New teaching methodologies of checking knowledge and measuring of student competencies on different levels
Theoretical knowledge
Clinical skills and attitudes
Communication skills
Professional values and attitudes
Behaviour, etical values

8. OSCE
Testing of students using OSCE methods are usualy done on the beginning, during and in the end of the course
It is possible to follow student advancement by following changes in amount of collected points

9. Design of process
Defining of skills which are going to be evaluated (catalogue of skills)
OSCE team
Defining of medical cases and situations for obigatory evaluation (checklists)
Choosing and training of standardize patient
Logistics and means

10. OSCE concept Rotatation through several evaluation stations
Limited time for each station
Precisely defined task for each station
Answering on questions or problems defined through simulated patients of paper tests
Existence of precize checklists for examiners

11. OSCE material

12. How to write and OSCE case
Write scenario for each station
Develop suitable marking system
Write an instruction sheet
Students
Examiners

13. After OSCE

14. Task 1: Indication for usage.
Task 1: Indication for usage
Points (max 2)
Fast achieving of effective concentration, not possible usage of oral way of apsorbtion
Task 2: Material necessary for administration of I.V. injection
(not existence of allergy)
Points (max 6)
Syringe (nedle + medicine), bandage for arm, disinfectant, gauza for desinfection,
Task 3: Practivcal implementation
Points (max 9)
1. Explanation of the procedure to the patient
2. Desinfection of the place of iv insertion
3. Pulling out air for syringe
4. Putting bandage on the arm (above or bellow of the place for application)
5. Placement of needle at an angle of 45
6. Aspiration of blood
7. Placement of needle few mm forward
8. Application of medicine
9. Extracting of needle and placement of gauza on the place of insertion
Task 4: position of patient
Points (max 3)
Semi-sitting, lying, head rotated to the opposite side
Task 5: Weins which can be used
Points (max 4)
Cubital veins, forearm veins, wants veints, foot veins
Task 6: Adverse reactions (except anaphylactic shock) 0,5 points for each reaction .

15. OSCE competences

16. OSCE O

17. Advantages and weak points
Standardize conditions, same tasks for all students
Precise checklists and meassuring system
Possibility to perform exercises on virtual instead on real patients
Students are passing through a higher number of cases
Efficently using of clinician and their time
Weak points
human resorces, organization of stations time consuming
holistic approach of students to patients

18. Conclusion
Introducing new examination methods is giving possibility HEI to:
Make usage of human and material resources more economical
Standardize strategies for evaluation of knowledge and skills
Validate quality of teachers and examiners

19. Conclusion
Good examination methods, which are in accordance with proclaimed goals of study programs and final competences which should be reached by graduate students, are necessary for final reform of HEA and for creation of good educated doctors and nurses full of appropriate knowledge and skills

20. Thanks!!!!!!!!!!