Florian Schuebel1, Sebastian H Höfer2, Miriam Rüsseler3, Felix Walcher4, Robert Sader5, Constantin Landes6. 1. Consultant, Department of Oral, Craniomaxillofacial, and Facial Plastic Surgery, Goethe University Medical Center Frankfurt, Frankfurt, Germany. 2. Resident, Department of Oral, Craniomaxillofacial, and Facial Plastic Surgery, Goethe University Medical Center Frankfurt, Frankfurt, Germany. Electronic address: shoefer@em.uni-frankfurt.de. 3. Resident, Department of Trauma, Hand, and Reconstructive Surgery, Goethe University Medical Center Frankfurt, Frankfurt, Germany. 4. Professor, Department of Trauma, Hand, and Reconstructive Surgery, Goethe University Medical Center Frankfurt, Frankfurt, Germany. 5. Professor and Chair, Department of Oral, Craniomaxillofacial, and Facial Plastic Surgery, Goethe University Medical Center Frankfurt, Frankfurt, Germany. 6. Professor and Vice-Chair, Department of Oral, Craniomaxillofacial, and Facial Plastic Surgery, Goethe University Medical Center Frankfurt, Frankfurt, Germany.
Abstract
PURPOSE: This study provides an overview of the objective structured clinical examination (OSCE) in concept, determination of task difficulty, execution, and evaluation by students and examiners. METHODS: During a 4-semester study period, 507 medical students completed a practical skills training (PST) course and subsequently participated in a 16-station OSCE, which contained 2 craniomaxillofacial surgical (CMS) stations covering the following key tasks: craniofacial examination and facial trauma fracture management. The students were rated using dedicated checklists. The students subjectively evaluated the PST and the OSCE using anonymous evaluation forms. RESULTS: Students rated the PST and OSCE as "very positive." The CMS OSCE stations were rated as having good task difficulty (74.05 ± 1.78% average task fulfilment for the examination and 74.45 ± 3.40% for the management station). With no changes to the examination station, no significant improvement of performance occurred over the entire investigation period (P = .787). In contrast, students improved slightly at the management station (P = .308). The CMS stations showed high selectivity and were representative in the overall context of the OSCE; improvement of selectivity increased from 0.259 ± 0.088 to 0.465 ± 0.109. CONCLUSION: CMS was successfully implemented in the general surgical training for medical students, with an initial PST and a final OSCE concordant with the literature. The CMS implementation effectively trained and fairly evaluated clinical skills. Although an OSCE consumes time and resources, this addition proved feasible and valuable, even with large numbers of students, and students expressed a high level of satisfaction with the training.
PURPOSE: This study provides an overview of the objective structured clinical examination (OSCE) in concept, determination of task difficulty, execution, and evaluation by students and examiners. METHODS: During a 4-semester study period, 507 medical students completed a practical skills training (PST) course and subsequently participated in a 16-station OSCE, which contained 2 craniomaxillofacial surgical (CMS) stations covering the following key tasks: craniofacial examination and facial trauma fracture management. The students were rated using dedicated checklists. The students subjectively evaluated the PST and the OSCE using anonymous evaluation forms. RESULTS: Students rated the PST and OSCE as "very positive." The CMS OSCE stations were rated as having good task difficulty (74.05 ± 1.78% average task fulfilment for the examination and 74.45 ± 3.40% for the management station). With no changes to the examination station, no significant improvement of performance occurred over the entire investigation period (P = .787). In contrast, students improved slightly at the management station (P = .308). The CMS stations showed high selectivity and were representative in the overall context of the OSCE; improvement of selectivity increased from 0.259 ± 0.088 to 0.465 ± 0.109. CONCLUSION: CMS was successfully implemented in the general surgical training for medical students, with an initial PST and a final OSCE concordant with the literature. The CMS implementation effectively trained and fairly evaluated clinical skills. Although an OSCE consumes time and resources, this addition proved feasible and valuable, even with large numbers of students, and students expressed a high level of satisfaction with the training.
Authors: Lukas B Seifert; Sebastian H Hoefer; Swantje Flammiger; Miriam Rüsseler; Florian Thieringer; Michael Ehrenfeld; Robert Sader Journal: Oral Maxillofac Surg Date: 2018-05-24
Authors: Sebastian H Hoefer; Jasmina Sterz; Bernd Bender; Maria-Christina Stefanescu; Marius Theis; Felix Walcher; Robert Sader; Miriam Ruesseler Journal: BMC Med Educ Date: 2017-03-28 Impact factor: 2.463
Authors: Lukas B Seifert; Carlos Herrera-Vizcaino; Philipp Herguth; Jasmina Sterz; Robert Sader Journal: BMC Med Educ Date: 2020-09-24 Impact factor: 2.463