Harnessing insights from an activity system – OSCEs past and present expanding future assessments
Bibliographic Data
| ID | 21448337 |
|---|---|
| Authors | Helen Reid (0000-0001-8530-1766, Queen's University Belfast), Gerard Gormley (0000-0002-1701-7920, Queen's University Belfast), Tim Dornan (0000-0001-7830-0183, Queen's University Belfast, corresponding author), Jennifer L Johnston (0000-0002-3999-8774, Queen's University Belfast) |
| Year | 2021 |
| Volume | 43 |
| Issue | 1 |
| Pages | 44-49 |
| Publication date | 2021-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2020.1795100 |
| PMID | 32735153 |
| OpenAlex | W3044888837 |
| Language | EN |
| Citations received | 7 |
| References cited | 18 |
Objective Structured Clinical Examinations (OSCEs) are a dominant, yet problematic, assessment tool across health professions education (HPE). OSCEs' standardised approach aligns with regulatory accountability, allowing learners to exchange exam success for the right to practice. We offer a sociohistorical account of OSCEs' development to support an interpretation of present assessment practices. OSCEs create tensions. Preparing for OSCE success diverts students away from the complexity of authentic clinical environments. Students will not qualify and will, therefore, be of no use to patients without getting marks providing evidence of competence. Performing in a formulaic and often non patient-centred way is the price to pay for a qualification. Acknowledging the stultifying effect of standardising human behaviour for OSCEs opens up possibilities to release latent energy for change in medical education. In this imagined future, the overall object of education is refocused on patient care
Accountability · Competence (human resources) · Health care · Interpretation (philosophy) · Medical education · Political science · Clinical Reasoning and Diagnostic Skills · Computer Science · Innovations in Medical Education · Medicine · Psychology · Radiology practices and education · Social Psychology
Implementation of virtual OSCE in health professions education
Patient involvement in assessment
Quality Management of Objective Structured Clinical Examinations at a Multicampus Nursing College
Destabilising institutions to make healthcare more equitable
Embracing ambiguity
OSCEs – a sharp knife, not a magical bullet
Acting wisely in complex clinical situations
Qualitative Data Analysis Using a Dialogical Approach
A model for programmatic assessment fit for purpose
Assessment of clinical competence using objective structured examination.
The structure of scientific revolutions
Profession of medicine
Leadership in interprofessional healthcare teams
Embracing ambiguity
Using activity theory to transform medical work and learning
Cultures of caring
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |