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FEM: Revista de la Fundación Educación Médica

On-line version ISSN 2014-9840Print version ISSN 2014-9832

Abstract

LOBATO, Ramiro D. et al. Formative objective structured clinical examination following early clerkships using sixth-year students as examiners and feed-back providers. FEM (Ed. impresa) [online]. 2014, vol.17, n.3, pp.179-186. ISSN 2014-9840.  http://dx.doi.org/10.4321/S2014-98322014000300008.

Introduction. We describe the logistic and results of a formative objective structured clinical examination (OSCE) designed with the double aim of providing feedback to third-year students given by senior students, and assessing clinical skills of the candidates who were exposed to a short transition course and early clerkships. Materials and methods. Candidates performance, the correlation between the scores given by standardized patients and students examiners using checklists and a global rating scale, as well as the acceptance of the OSCE by all participants were analyzed. Results. Faculty members considered excellent the action of student examiners including the feedback they gave to candidates. Student examiners felt much satisfied observing and giving feedback to candidates. Candidates valued highly the action of student examiners, the quality of the feedback they received, and the logistic of the OSCE. Global performance in the OSCE was 70.1%. The correlation between the scores given by the two examiners using checklists and the global rating scale was good. Conclusions. Senior students are able to use checklists and a global rating scale in a reliable manner and to provide appropriate feedback at a formative OSCE. A transition course followed by an early clinical immersion motivate and prepare students for learning during the clinical period in our 3 + 3 curriculum.

Keywords : Assessment; Clerkships; Clinical skills; OSCE.

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