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Yeates P, Maluf A, Kinston R, Cope N, Cullen K, Cole A, O'Neill V, Chung CW, Goodfellow R, Vallender R, Ensaff S, Goddard-Fuller R, McKinley R, Wong G. A realist evaluation of how, why and when objective structured clinical exams (OSCEs) are experienced as an authentic assessment of clinical preparedness. MEDICAL TEACHER 2024:1-9. [PMID: 38635469 DOI: 10.1080/0142159x.2024.2339413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 04/02/2024] [Indexed: 04/20/2024]
Abstract
INTRODUCTION Whilst rarely researched, the authenticity with which Objective Structured Clinical Exams (OSCEs) simulate practice is arguably critical to making valid judgements about candidates' preparedness to progress in their training. We studied how and why an OSCE gave rise to different experiences of authenticity for different participants under different circumstances. METHODS We used Realist evaluation, collecting data through interviews/focus groups from participants across four UK medical schools who participated in an OSCE which aimed to enhance authenticity. RESULTS Several features of OSCE stations (realistic, complex, complete cases, sufficient time, autonomy, props, guidelines, limited examiner interaction etc) combined to enable students to project into their future roles, judge and integrate information, consider their actions and act naturally. When this occurred, their performances felt like an authentic representation of their clinical practice. This didn't work all the time: focusing on unavoidable differences with practice, incongruous features, anxiety and preoccupation with examiners' expectations sometimes disrupted immersion, producing inauthenticity. CONCLUSIONS The perception of authenticity in OSCEs appears to originate from an interaction of station design with individual preferences and contextual expectations. Whilst tentatively suggesting ways to promote authenticity, more understanding is needed of candidates' interaction with simulation and scenario immersion in summative assessment.
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Affiliation(s)
- Peter Yeates
- School of Medicine, Keele University, Keele, England
| | - Adriano Maluf
- Faculty of Health and Life Sciences, De Montford University, Leicester, England
| | - Ruth Kinston
- School of Medicine, Keele University, Keele, England
| | - Natalie Cope
- School of Medicine, Keele University, Keele, England
| | - Kathy Cullen
- School of Medicine, Dentistry and Biomedical Sciences, Queens University Belfast, Belfast, Northern Ireland
| | - Aidan Cole
- School of Medicine, Dentistry and Biomedical Sciences, Queens University Belfast, Belfast, Northern Ireland
| | - Vikki O'Neill
- School of Medicine, Dentistry and Biomedical Sciences, Queens University Belfast, Belfast, Northern Ireland
| | - Ching-Wa Chung
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, Scotland
| | | | | | - Sue Ensaff
- School of Medicine, Cardiff University, Cardiff, Wales
| | - Rikki Goddard-Fuller
- Christie Education, Christie Hospitals NHS Foundation Trust, Manchester, England
| | | | - Geoff Wong
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, England
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Tolsma R, Shebrain S, Berry SD, Miller L. Medical student perceptions of assessments of clinical reasoning in a general surgery clerkship. BMC MEDICAL EDUCATION 2024; 24:211. [PMID: 38429706 PMCID: PMC10908043 DOI: 10.1186/s12909-024-05184-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 02/15/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Components factoring into general surgery clerkship grades vary by institution, and while evaluators attempt to remain unbiased when evaluating medical student performance, subjectivity and implicit bias remain an issue. Our institution recently implemented a case-based structured oral examination to provide the general surgery clerkship director objective insight into students' clinical reasoning skills. We hypothesized that medical students believe this exam, along with graded clinical documentation and the Observed Standardized Clinical Encounter (OSCE), are fair assessments and increase students' awareness of their clinical reasoning skills. METHODS A survey was sent to third-year medical students in the classes of 2023 and 2024 at our institution who had completed their general surgery clerkship. Students rated five grading assessments (i.e., preceptor evaluations, the oral examination, clinical documentation, the OSCE, and the shelf exam) on fairness and the ability of the assessment to give them insight into their clinical reasoning on a five-point Likert scale 1-5 (with 1 = Strongly Agree, 5 = Strongly Disagree). RESULTS One hundred and ten of 162 (67.9%) students responded to the survey. The shelf examination was the most highly regarded assessment tool followed by the oral examination. Seventy-three percent agreed or strongly agreed that the oral exam was a fair assessment, and 80% agreed or strongly agreed that it gave them insight into their clinical reasoning skills. Alternatively, only 41.8% of students agreed or strongly agreed that preceptor evaluations were fair assessments and 42.7% agreed or strongly agreed that it gave them insight into their clinical reasoning. CONCLUSIONS Third-year medical students on a general surgery clerkship favor the shelf examination and a case-based oral examination over other assessment tools regarding fairness and perception of their clinical reasoning. This type of examination can provide general surgery clerkship directors with additional objective data to assess medical students more fairly and improve students' clinical reasoning.
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Affiliation(s)
- Rachael Tolsma
- Department of Orthopaedic Surgery, University of Wisconsin-Madison, 1685 Highland Ave, Madison, WI, 53705, USA.
| | - Saad Shebrain
- Department of General Surgery, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, MI, USA
| | - Shamsi Daneshvari Berry
- Department of Biomedical Informatics, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, MI, USA
| | - Lisa Miller
- Department of General Surgery, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, MI, USA
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Haresaku S, Miyoshi M, Muramatsu M, Monji M, Aoki H, Maeda H, Miyazono M, Obuse M, Nakashima F, Uchida S, Iino H, Akinaga K, Chishaki A, Naito T. Implementation of peer-to-peer oral care objective structured clinical examination-based learning for nursing students. Jpn J Nurs Sci 2024:e12591. [PMID: 38414128 DOI: 10.1111/jjns.12591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 01/22/2024] [Accepted: 01/24/2024] [Indexed: 02/29/2024]
Abstract
AIM Nurses' skills and confidence in providing oral care to patients play important roles in healthcare. Studies have proved that peer-to-peer learning and assessment can help improve nurses' skills and confidence. However, no study has investigated it using an objective assessment checklist. This study investigated an oral hygiene practice training program for nursing students. It focused on their oral healthcare skills, confidence, and perspectives regarding implementing an objective structured clinical examination (OSCE). METHODS A pre- and post-survey of 97 nursing students from a nursing school in Japan was conducted as a peer-to-peer oral health education training program that included an assessment and performance checklist. RESULTS Confidence in performing and assessing oral care significantly improved after attending the program. Furthermore, the changes were significantly greater in the developed program than in the training program without the checklist. The mean total assessment scores (0-25) of the first, second, third, and fourth participants in the four-student groups were 22.1, 23.4, 23.9, and 24.1, respectively. The mean scores of the second, third, and fourth participant groups were significantly higher than that of the first participant group (p < .01). Fifty-two positive and 58 negative comments were received regarding the implementation of the program with professional assessments and the checklist. The most common positive comment mentioned that the evaluation by professionals improved oral care learning and skills. CONCLUSIONS This study developed a program to improve nursing students' confidence and oral care delivery skill building in an OSCE-style delivery.
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Affiliation(s)
| | | | | | | | | | - Hitomi Maeda
- Department of Nursing, Faculty of Life Sciences, Kumamoto University, Kumamoto, Japan
| | | | - Mika Obuse
- Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
| | | | | | | | | | | | - Toru Naito
- Section of Geriatric Dentistry, Department of General Dentistry, Fukuoka Dental College, Fukuoka, Japan
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Plöger R, Abramian A, Egger EK, Mustea A, Sänger N, Plöger H, Weber E, Gembruch U, Walter A, Strizek B, Recker F. Evaluation of an OSCE's implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology. Front Med (Lausanne) 2023; 10:1263862. [PMID: 38179276 PMCID: PMC10765409 DOI: 10.3389/fmed.2023.1263862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Accepted: 11/13/2023] [Indexed: 01/06/2024] Open
Abstract
Objective structured clinical examination (OSCE) is a well-known assessment method to evaluate clinical skills and competence in healthcare. Following the recently reformed National Competence-Based Catalog of Learning Objectives in Medicine, the implementation of this assessment method in the training program for medical students is now obligatory in Germany. This major change requires a reorganization not only of the training programs but also of the students themselves and the way they learn. We performed a poll evaluating the students' opinions regarding these major changes and the implementation of the OSCE with a new training program. To implement this assessment method and to evaluate the OSCE, Kern's six-step approach comprising (1) problem identification and general needs assessment, (2) needs assessment of the targeted learners, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback was applied. To evaluate and gather feedback, a poll was used to analyze the student's opinions regarding OSCE in gynecology and obstetrics and OSCE in general, in addition to the regular analysis of the students' results. To reform the educational strategy, a two-step approach was developed: First, the students completed the regular training program and a written examination, and second, they participated in a 1-week clerkship, in small group teaching, and in the OSCE. The OSCE stations were developed primarily based on the National Competence-Based Catalog and the German Catalog of Learning Objectives in Medicine, as well as on the feedback of experts reflecting their expectations for physicians beginning their careers. The students performed well in the OSCE and gave positive feedback regarding this examination method. Furthermore, they welcomed the upcoming changes by considering OSCE a valuable assessment tool, and they showed appreciation for the two-step approach by supporting the combination of an OSCE and a written examination. Thus, this article presents the implementation of an OSCE and a strategy for the adaptation of the curriculum to fulfill the new OSCE requirements and-to our knowledge-reveals students' primary opinions regarding the changes in their medical training program for the first time.
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Affiliation(s)
- Ruben Plöger
- Department of Obstetrics and Gynecology, University Hospital Bonn, Bonn, Germany
| | - Alina Abramian
- Department of Senology, University Hospital Bonn, Bonn, Germany
| | - Eva Katharina Egger
- Department of Gynecology and Gynecological Oncology, University Hospital Bonn, Bonn, Germany
| | - Alexander Mustea
- Department of Gynecology and Gynecological Oncology, University Hospital Bonn, Bonn, Germany
| | - Nicole Sänger
- Department of Gynecological Endocrinology and Reproductive Medicine, University Hospital Bonn, Bonn, Germany
| | - Hannah Plöger
- Department of Neonatology and Pediatric Intensive Care, University Hospital Bonn, Bonn, Germany
| | - Eva Weber
- Division of Prenatal Medicine, Gynecological Ultrasound and Fetal Surgery, Department of Obstetrics and Gynecology, University of Cologne, Cologne, Germany
| | - Ulrich Gembruch
- Department of Obstetrics and Perinatal Medicine, University Hospital Bonn, Bonn, Germany
| | - Adeline Walter
- Department of Obstetrics and Perinatal Medicine, University Hospital Bonn, Bonn, Germany
| | - Brigitte Strizek
- Department of Obstetrics and Perinatal Medicine, University Hospital Bonn, Bonn, Germany
| | - Florian Recker
- Department of Obstetrics and Perinatal Medicine, University Hospital Bonn, Bonn, Germany
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Nwokoma E, Anyasi H, Archie S, Onyezobi C, OlaOlorun F, Anyanti J, Nwala A, Afolabi K, Little K, Demise E, Danna K, Rademacher K, Plotkin M. Use of Objective Structured Clinical Examination (OSCE) in a hybrid digital / in-person training for hormonal IUD in Nigeria: findings and applications of the approach. Gates Open Res 2023; 7:120. [PMID: 38009107 PMCID: PMC10673859 DOI: 10.12688/gatesopenres.14695.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2023] [Indexed: 11/28/2023] Open
Abstract
Background: The hormonal intrauterine device, a long-acting reversible contraceptive method, is being introduced to pilot sites in the private and public sector in Nigeria by the Nigerian Federal Ministry of Health since 2019. To inform training of health care providers, a study was conducted on a hybrid digital and in-person training which utilized Objective Structured Clinical Examination (OSCE) to assess competency of provider trainees. This study represents one of few documented experiences using OSCE to assess the effectiveness of a digital training. Methods: From September - October 2021, in Enugu, Kano and Oyo states of Nigeria, 62 health care providers from public and private sector health facilities were trained in hormonal IUD service provision using a hybrid digital / in-person training approach. Providers, who were skilled in provision of copper IUD, underwent a didactic component using digital modules, followed by an in-person practicum, and finally supervised service provision in the provider trainee's workplace. Skills were assessed using OSCE during the one-day practicum. Results: Use of the OSCE to assess skills provided valuable information to study team. The performance of provider trainees was high (average 94% correct completion of steps in the OSCE). Conclusions: OSCE was used as a research methodology as part of this pilot study; to date, OSCE has not been integrated into the training approach to be scaled up by FMOH. Uniformly high performance of provider trainees was seen on the OSCE, unsurprising since provider trainees were experienced in providing copper IUD. If and when training is rolled out to providers inexperienced with copper IUD, OSCE may have a more important role to assess skills before service provision. The role of OSCE in design of hybrid digital / in-person training approaches should be further explored in rollout of hormonal IUD and other contraceptive technologies.
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Affiliation(s)
- Ezechukwu Nwokoma
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Helen Anyasi
- FHI 360 Nigeria, Abuja, Federal Capital Territory, Nigeria
| | | | - Chinedu Onyezobi
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Funmilola OlaOlorun
- College of Medicine, University of Ibadan, Evidence for Sustainable Human Development Systems in Africa, Ibadan, Oyo, Nigeria
| | - Jennifer Anyanti
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Anthony Nwala
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Kayode Afolabi
- Reproductive Health Division, Nigeria Federal Ministry of Health, Abuja, Federal Capital Territory, Nigeria
| | - Kristen Little
- Population Services International, Washington, District of Columbia, USA
| | - Eden Demise
- Population Services International, Washington, District of Columbia, USA
| | - Kendal Danna
- Population Services International, Washington, District of Columbia, USA
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Alaskar A, Subbarayalu AV, Alfaraj E, Ibrahim Ramzi O, Saleh Alameri N, Alhababi A, Vijayan M. Health science students’ perceptions about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation. ELECTRONIC JOURNAL OF GENERAL MEDICINE 2022. [DOI: 10.29333/ejgm/12466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Enhancing Final-Year Medical Students’ Clinical Examinations Performance via a Transdiagnostic ACT-Based Intervention. SUSTAINABILITY 2022. [DOI: 10.3390/su14137522] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Introduction: Performance anxiety is a transdiagnostic construct similar in both sports and clinical medical examinations. Given that acceptance and commitment therapy (ACT) and other similar therapies have transdiagnostic evidence in improving the performance of athletes, the same approach can be adopted for medical students in improving their performance during clinical examinations. This pilot study aimed to assess the efficacy of a brief ACT-based intervention in improving transdiagnostic performance anxiety in clinical medical students through assessing changes in psychopathology scores (depression, anxiety, and stress) and psychological process variables (psychological flexibility, cognitive fusion, and mindfulness). Methods: Final-year medical students were randomized into intervention and control groups. A one-day ACT-based intervention was delivered to an intervention group, with the control group crossing over one month post intervention. Both groups filled in sociodemographic questionnaires and questionnaires measuring psychological flexibility, cognitive fusion, mindfulness, depression, anxiety, and stress at three time points: T1 (before intervention), T2 (immediately after intervention), and T3 (one month post intervention). Repeated measures ANOVA was employed to assess the change between the intervention and control groups over time. Results and Conclusions: There was a significant change in anxiety scores from T1 to T3. In addition, there were significant improvements in mindfulness, cognitive fusion, and psychological flexibility scores over time in the intervention group compared with the control group. This pilot study builds on small single-sample evidence bases for the efficacy of an ACT-based intervention in non-sports performance enhancement, suggesting that larger-scale randomized trials of similar interventions in clinical medical students may prove equally efficacious.
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Jutant EM, Sesé L, Patout M, Messika J, Maître B, Gille T, Zysman M. Objective structured clinical examinations (OSCEs) for students' training and assessment in the French respiratory medicine departments in 2021: An overview. Respir Med Res 2022; 81:100883. [PMID: 35247680 DOI: 10.1016/j.resmer.2022.100883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Revised: 01/11/2022] [Accepted: 01/28/2022] [Indexed: 11/17/2022]
Abstract
BACKGROUND Medical professional performances can be assessed by objective structured clinical examinations (OSCEs) where medical trainees go through a series of simulated clinical situations. OSCEs are now the gold standard for the assessment of medical students' competence during their training. In France, the first national OSCEs will take place in May 2024 and respiratory teachers will be involved in this reform and will use OSCEs for students' training and assessment in respiratory medicine. Students training regarding this final OSCE may vary across medical faculties and may impact students' results. Therefore, we aimed to provide a national overview of OSCE's training performed by respiratory teachers and their interest in developing a common French databank of OSCEs. METHODS We conducted a national anonymous online survey among the members of the French college of respiratory teachers (CEP), from 2021 February the 15th to 2021 June the 15th. The survey consisted of 32 questions. RESULTS Among 118 French pulmonologists teachers, 52 (45%) responded to the survey. We received a response from at least one of each of the French Medical Universities. Twenty-two (42%) had received specific training on how to conduct an OSCE. Twenty-eight (54%) of respondents used OSCEs for training purposes and 24 (46%) for assessment purposes, for less than 1 year in more than half of the participants. The average satisfaction scores out of 10 about OSCEs was 7.3 ± 1.7 for training and 7.4 ± 1.5 for students' assessment. Respondents were willing (8.9 ± 1.8 out of ten) to develop a common databank to share OSCEs subjects in respiratory medicine in France. CONCLUSIONS This survey confirms heterogeneity in the training and the use of OSCEs among French respiratory teachers. However, a common national databank could be a useful tool to reduce these disparities.
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Affiliation(s)
- Etienne-Marie Jutant
- Respiratory department, CHU de Poitiers, INSERM CIC 1402, ALIVES Research Group, University of Poitiers, Poitiers, France; INSERM UMR_S 999 «Pulmonary Hypertension: Pathophysiology and Novel Therapies», Hôpital Marie Lannelongue, Le Plessis-Robinson, Université Paris-Saclay, School of Medicine, Le Kremlin-Bicêtre, France; Assistance Publique - Hôpitaux de Paris (AP-HP), Department of Respiratory and Intensive Care Medicine, Pulmonary Hypertension National Referral Center, Hôpital Bicêtre, Le Kremlin-Bicêtre, France
| | - Lucile Sesé
- Université Sorbonne Paris Nord, Bobigny, France; INSERM UMR 1272 " Hypoxia & the Lung", UFR SMBH Léonard de Vinci, Université Sorbonne Paris Nord, Bobigny, France; Hôpitaux Universitaires de Paris Seine-Saint-Denis, Assistance Publique - Hôpitaux de Paris (AP-HP), Department of Physiology and Functional Explorations, Bobigny, France.
| | - Maxime Patout
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service des Pathologies du Sommeil (Département R3S), F-75013 Paris, France; Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, F-75005 Paris, France
| | - Jonathan Messika
- APHP. Nord-Université de Paris, Hôpital Bichat, Service de Pneumologie B et Transplantation Pulmonaire, F-75018, Paris, France; Université de Paris, INSERM PHERE UMRS 1152, F-75018 Paris, France
| | - Bernard Maître
- Univ Paris Est-Créteil, Faculté de Santé, INSERM, IMRB, Créteil, France; Pulmonary Department, Hôpital Intercommunal de Créteil, Créteil, France
| | - Thomas Gille
- Université Sorbonne Paris Nord, Bobigny, France; INSERM UMR 1272 " Hypoxia & the Lung", UFR SMBH Léonard de Vinci, Université Sorbonne Paris Nord, Bobigny, France; Hôpitaux Universitaires de Paris Seine-Saint-Denis, Assistance Publique - Hôpitaux de Paris (AP-HP), Department of Physiology and Functional Explorations, Bobigny, France
| | - Maeva Zysman
- Pulmonary Department, CHU Haut-Lévèque, Bordeaux, France; Univ. Bordeaux, Centre de Recherche cardio-thoracique, INSERM U1045, CIC 1401. F-33600 Pessac, France
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Groene OR, Ehrhardt M, Bergelt C. Attitude and communication skills of German medical students. BMC Res Notes 2022; 15:11. [PMID: 35012651 PMCID: PMC8750767 DOI: 10.1186/s13104-021-05901-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 12/23/2021] [Indexed: 11/25/2022] Open
Abstract
Objective While the development of communication competencies in medical schools plays a pivotal role in the curriculum, studies show that students’ communication skills and patient-centred attitudes may vary based on gender and ethnicity. The goal of this study was to investigate the socio-demographic factors that influence medical students’ communication abilities and, more specifically, to what extent their attitude toward communication skills learning and patient orientation associate with communication abilities. Our population included medical students admitted in 2017. Used tools included a communication score, the patient-provider orientation and communication skills attitudes scales. Results Three hundred and sixty-five students participated in the study (56.4% female, 85.2% German native speakers, mean age 24.2 ± 3.5 years). Female and German native speaking students had a better communication skills OSCE performance, were more patient-oriented and had more positive attitudes toward communication skills learning than male and non-native speaking students. There was a significant association between gender, native tongue, attitudes towards communication skills learning and communication skills OSCE performance. In conclusion, to support medical students to improve their communication proficiency and attitudes towards the importance of clear communication and patient-oriented care, medical educators should consider teaching and assessment strategies that address socio-cultural aspects of communication.
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Affiliation(s)
- Oana R Groene
- Institute of Biochemistry and Molecular Cell Biology, Center for Experimental Medicine, University Medical Center Hamburg-Eppendorf, 52 Martinistraße, 20246, Hamburg, Germany.
| | - Maren Ehrhardt
- Institute of General Practice, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Corinna Bergelt
- Institute of Medical Psychology, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.,Department of Medical Psychology, Greifswald Medical School, Greifswald, Germany
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Fisseha H, Desalegn H. Perception of Students and Examiners about Objective Structured Clinical Examination in a Teaching Hospital in Ethiopia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1439-1448. [PMID: 34924781 PMCID: PMC8674149 DOI: 10.2147/amep.s342582] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 12/01/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The objective structured clinical examination (OSCE) has become a standard assessment tool in undergraduate medical school training. It is considered an objective assessment of practical skill of students. OSCE is a resource demanding assessment method that can have numerous challenges. Comprehensive assessment of perception regarding OSCE can help identify areas that need improvement. The aim of this study was to assess the perception of students and examiners towards OSCE. METHODS A cross-sectional study was conducted on students and examiners undertaking OSCE from May 1 to July 30, 2021, using a structured questionnaire. Comparison of variables was done using Mann-Whitney U-Test and Chi-square test. P-value <0.05 was considered statistically significant. RESULTS A total of 141 students and 39 examiners participated in the study. The majority of the students and examiners had a positive response regarding the attributes, structure, organization and validity of OSCE. It was recommended to be used in future exams compared to other assessments by 38.3% of students and 51.3% of examiners. There were certain challenges reported by students and included stressfulness of the exam (51.1%), inadequate time (27.6%), and unsatisfactory orientation (30.5%). One-third of examiners considered it stressful, while 20.5% considered the time provided to be inadequate. Equipment to conduct the exam was considered inadequate by 39.1% and 56.4% of students and examiners, respectively. Around 80.1% of students recommended mock sessions and 23.1% of examiners did not have any prior training on OSCE. CONCLUSION An overall positive perception of OSCE by students and examiners was seen. Certain challenges that need improvements were identified. Continuing evaluation and refinement of OSCE by departments is needed. We recommend further wide-scale national evaluation of the OSCE examination system of medical students.
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Affiliation(s)
- Henok Fisseha
- Department of Internal Medicine, St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia
| | - Hailemichael Desalegn
- Department of Internal Medicine, St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia
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Vishwanathan K, Joshi AN, Patel MJ. Perception of Medical Undergraduate Students about an Electronic Practical Examination In Orthopaedics During the COVID-19 Pandemic. Indian J Orthop 2021; 56:689-698. [PMID: 34866651 PMCID: PMC8628820 DOI: 10.1007/s43465-021-00578-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Accepted: 11/21/2021] [Indexed: 02/04/2023]
Abstract
BACKGROUND/PURPOSE OF STUDY No study has evaluated the perception of medical undergraduate students to the electronic objective structured practical examination (e-OSPE) in orthopaedics. The aim of the present study is to evaluate the feasibility and perception of the medical undergraduate students to e-OSPE conducted by the department of Orthopaedics to assess problem-solving and clinical decision-making skills of medical undergraduate students. METHODS Medical undergraduate students of second and third year at our medical college who completed the orthopaedic clinical posting and appeared for the orthopaedic practical examination during the second wave of the COVID-19 pandemic were included in this prospective observational study. Students appearing for the exams from 20th March 2021 to 26th June 2021 were invited to complete the questionnaire immediately after the e-OSPE. Internal consistency of the survey questions was assessed using Cronbach's alpha. RESULTS 272 out of 312 eligible students completed the survey and the survey response rate was 87.2%. Nine groups of medical undergraduate students gave the orthopaedic practical exams from 20th March 2021 to 26th June 2021. 91.2% students felt that the e-OSPE represented a valid modality of evaluation of essential orthopaedic practical knowledge during the COVID-19 pandemic. The overall reliability of the 19 questions included in our survey was very high (Internal consistency: Cronbach's alpha = 0.88). CONCLUSION The e-OSPE was well received by the medical undergraduate students at our institute and the students had a positive perception about the new examination technique used in orthopaedics during the COVID-19 pandemic.
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Affiliation(s)
- Karthik Vishwanathan
- Department of Orthopaedics, Medical Education Unit, Parul Institute of Medical Sciences and Research, Parul University, PO Limda, Tal Waghodia, Vadodara, 391760 India
| | - Ankit Nitinkumar Joshi
- Parul Institute of Medical Sciences and Research, Parul University, PO Limda, Tal Waghodia, Vadodara, 391760 India
| | - Mit Jitendra Patel
- Parul Institute of Medical Sciences and Research, Parul University, PO Limda, Tal Waghodia, Vadodara, 391760 India
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van der Want AC, Bloemendaal PM, van der Hage JA. Examiners' Perceptions in Surgical Education: The Blind Spot in the Assessment of OSCEs. JOURNAL OF SURGICAL EDUCATION 2021; 78:590-596. [PMID: 32819870 DOI: 10.1016/j.jsurg.2020.07.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 06/22/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
PURPOSE OF THE ARTICLE Interpreting objective structured clinical examination (OSCE) scores remains a challenging task.1 It remains unclear how examiners make a decision to score an OSCE the way they do. The examiners' thoughts and decision-making processes remain a hidden part of the OSCE assessment. One cannot assume that all examiners have a shared belief about what is important in an OSCE or what is the aim of an OSCE assessment. These differences are problematic, since they lead to students not getting the 'correct' score for their OSCE. MATERIALS AND METHODS Using a qualitative case study design,2 this study aims to gain in-depth insight into examiners' perceptions of OSCEs and their role as an examiner. For this purpose, semi-structured interviews with OSCE observers (n = 6) were conducted. RESULTS AND CONCLUSIONS The results show that the perception of examiners on the aim of OSCES and their motivation and task as examiner are crucial in understanding the differences among OSCE scores of examiners. Training and discussion among the examiners are needed to decrease the differences among the OSCE scores of examiners.
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Matet A, Fournel L, Gaillard F, Amar L, Arlet JB, Baron S, Bats AS, Buffel du Vaure C, Charlier C, De Lastours V, Faye A, Jablon E, Kadlub N, Leguen J, Lebeaux D, Malmartel A, Mirault T, Planquette B, Régent A, Thebault JL, Dinh AT, Nuzzo A, Turc G, Friedlander G, Ruszniewski P, Badoual C, Ranque B, Oualha M, Courbebaisse M. Impact of integrating objective structured clinical examination into academic student assessment: Large-scale experience in a French medical school. PLoS One 2021; 16:e0245439. [PMID: 33444375 PMCID: PMC7808634 DOI: 10.1371/journal.pone.0245439] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Accepted: 01/01/2021] [Indexed: 12/02/2022] Open
Abstract
Purpose Objective structured clinical examinations (OSCE) evaluate clinical reasoning, communication skills, and interpersonal behavior during medical education. In France, clinical training has long relied on bedside clinical practice in academic hospitals. The need for a simulated teaching environment has recently emerged, due to the increasing number of students admitted to medical schools, and the necessity of objectively evaluating practical skills. This study aimed at investigating the relationships between OSCE grades and current evaluation modalities. Methods Three-hundred seventy-nine 4th-year students of University-of-Paris Medical School participated to the first large-scale OSCE at this institution, consisting in three OSCE stations (OSCE#1–3). OSCE#1 and #2 focused on cardiovascular clinical skills and competence, whereas OSCE#3 focused on relational skills while providing explanations before planned cholecystectomy. We investigated correlations of OSCE grades with multiple choice (MCQ)-based written examinations and evaluations of clinical skills and behavior (during hospital traineeships); OSCE grade distribution; and the impact of integrating OSCE grades into the current evaluation in terms of student ranking. Results The competence-oriented OSCE#1 and OSCE#2 grades correlated only with MCQ grades (r = 0.19, P<0.001) or traineeship skill grades (r = 0.17, P = 0.001), respectively, and not with traineeship behavior grades (P>0.75). Conversely, the behavior-oriented OSCE#3 grades correlated with traineeship skill and behavior grades (r = 0.19, P<0.001, and r = 0.12, P = 0.032), but not with MCQ grades (P = 0.09). The dispersion of OSCE grades was wider than for MCQ examinations (P<0.001). When OSCE grades were integrated to the final fourth-year grade with an incremental 10%, 20% or 40% coefficient, an increasing proportion of the 379 students had a ranking variation by ±50 ranks (P<0.001). This ranking change mainly affected students among the mid-50% of ranking. Conclusion This large-scale French experience showed that OSCE designed to assess a combination of clinical competence and behavioral skills, increases the discriminatory capacity of current evaluations modalities in French medical schools.
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Affiliation(s)
- Alexandre Matet
- Université de Paris, Faculté de Médecine, Paris, France
- Centre de Recherche des Cordeliers, INSERM UMR1138, Paris, France
- Service d’ophtalmologie, Institut Curie, Paris, France
- * E-mail:
| | - Ludovic Fournel
- Université de Paris, Faculté de Médecine, Paris, France
- INSERM UMR1124, Paris, France
- Service de chirurgie thoracique, AP-HP, Hôpital Cochin, Paris, France
| | - François Gaillard
- Département de physiologie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Laurence Amar
- Université de Paris, Faculté de Médecine, Paris, France
- PARCC INSERM U970, Paris, France
- Département d’hypertension artérielle, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Jean-Benoit Arlet
- Université de Paris, Faculté de Médecine, Paris, France
- Service de Médecine interne, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Stéphanie Baron
- Université de Paris, Faculté de Médecine, Paris, France
- Département de physiologie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Anne-Sophie Bats
- Université de Paris, Faculté de Médecine, Paris, France
- INSERM UMR-S 1147, Paris, France
- Service de gynécologie oncologique et de chirurgie du sein, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Celine Buffel du Vaure
- Département de médecine générale, Université de Paris, Faculté de Médecine, Paris, France
| | - Caroline Charlier
- Université de Paris, Faculté de Médecine, Paris, France
- Institut Pasteur, INSERM U1117, Paris, France
- Département de maladies infectieuses et tropicales, AP-HP, Hôpital Universitaire Necker, Paris, France
| | - Victoire De Lastours
- Université de Paris, Faculté de Médecine, Paris, France
- IAME, UMR1137, INSERM, Paris, France
- Service de Médecine Interne, AP-HP, Hôpital Beaujon, Clichy, France
| | - Albert Faye
- Université de Paris, Faculté de Médecine, Paris, France
- Service de Pédiatrie Générale, Hôpital Robert Debré, Paris, INSERM ECEVE 1123, Paris, France
| | - Eve Jablon
- Service AGIR, Université de Paris, Faculté de Médecine, Paris, France
| | - Natacha Kadlub
- Université de Paris, Faculté de Médecine, Paris, France
- Département de chirurgie maxillo-faciale et de chirurgie plastique, AP-HP, Hôpital Universitaire Necker, Paris, France
| | - Julien Leguen
- Université de Paris, Faculté de Médecine, Paris, France
- Service de Gériatrie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - David Lebeaux
- Université de Paris, Faculté de Médecine, Paris, France
- Département de Microbiologie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Alexandre Malmartel
- Département de médecine générale, Université de Paris, Faculté de Médecine, Paris, France
| | - Tristan Mirault
- Université de Paris, Faculté de Médecine, Paris, France
- PARCC INSERM U970, Paris, France
- Département d’hypertension artérielle, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Benjamin Planquette
- Université de Paris, Faculté de Médecine, Paris, France
- INSERM UMR S1140, Paris, France
- Service de Pneumologie et de soins intensifs, AH-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Alexis Régent
- Université de Paris, Faculté de Médecine, Paris, France
- Institut Cochin, INSERM U1016, CNRS UMR 8104, LabEx INFLAMEX, Paris, France
- Service de Médecine Interne, Centre de Référence pour les Maladies Systémiques Auto immunes Rares d’Ile-de-France, AP-HP, Hôpital Cochin, Paris, France
| | - Jean-Laurent Thebault
- Département de médecine générale, Université de Paris, Faculté de Médecine, Paris, France
| | - Alexy Tran Dinh
- Université de Paris, Faculté de Médecine, Paris, France
- INSERM U1148 LVTS, Villetanneuse, France
- Département d'Anesthésie-Réanimation, AP-HP, Hôpital Bichat-Claude Bernard, Paris, France
| | - Alexandre Nuzzo
- Université de Paris, Faculté de Médecine, Paris, France
- Service de gastro-entérologie et pancréatologie, AP-HP, Hôpital Beaujon, Paris, France
| | - Guillaume Turc
- Université de Paris, Faculté de Médecine, Paris, France
- INSERM U1266, Paris, France
- Service de neurologie, Hôpital Sainte Anne, AH-HP, Paris, France
| | - Gérard Friedlander
- Université de Paris, Faculté de Médecine, Paris, France
- Département de physiologie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
- Institut Necker-Enfants Malades, INSERM U1151-CNRS UMR8253, Paris, France
| | - Philippe Ruszniewski
- Université de Paris, Faculté de Médecine, Paris, France
- INSERM U1266, Paris, France
- INSERM UMR1149, Paris, France
| | - Cécile Badoual
- Université de Paris, Faculté de Médecine, Paris, France
- PARCC INSERM U970, Paris, France
- Service d’anatomopathologie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Brigitte Ranque
- Université de Paris, Faculté de Médecine, Paris, France
- PARCC INSERM U970, Paris, France
- Service de Médecine interne, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
| | - Mehdi Oualha
- Université de Paris, Faculté de Médecine, Paris, France
- Unité EA7323, Université de Paris, Faculté de Médecine, Paris, France
- Service de réanimation et de surveillance continue médico-chirurgicale pédiatrique, AP-HP, Hôpital Universitaire Necker, Paris, France
| | - Marie Courbebaisse
- Université de Paris, Faculté de Médecine, Paris, France
- Département de physiologie, AP-HP, Hôpital Européen Georges Pompidou, Paris, France
- Institut Necker-Enfants Malades, INSERM U1151-CNRS UMR8253, Paris, France
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Ukadike Okugbo S, Agbonrofo P, Irowa O. Five years after commencing the objective structured clinical examination: are we getting it right? Medical students' assessment as the measuring index. Afr Health Sci 2020; 20:960-965. [PMID: 33163065 PMCID: PMC7609080 DOI: 10.4314/ahs.v20i2.52] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Introduction: The aim of this study was to assess our use of OSCE from the perception of final year medical students. Materials and methods: This is a cross sectional survey of final year medical students undergoing the final examination in Surgery. All 102 medical students in the class were given the self-administered questionnaire to fill. The data were collated into excel spreadsheets and analysed using the SPSS version 21. Results: A total of 79 completed questionnaires were retrieved (return rate of 78%). All the students knew about and had participated previously in OSCE, 94.9% accorded the OSCE fair. 76(93.2%) wanted the examination as the main method of clinical assessment, 38(46.6%) had adequate preparation. In terms of the OSCE stations not mirroring real clinical scenarios, 38(48.1%) disagreed, and 26(20.5%) strongly disagreed. 34(43%) disagreeing that the logistics was poor. The students rating of the OSCE, on a scale of 1 – 10, gave a mean score of >8 for spread of the OSCE stations, detail of the questions and objectivity of the examination. The nearness to clinical reality was rated as 7.52 with artificiality of the stations rated as 4.12. Conclusion: The OSCE has gained acceptance amongst final year medical students.
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Tijani K, Lawal A, Abiola AH, Habeebu MM, Ojewola R. An assessment of the correlation between tests of clinical competence and tests of cognitive knowledge amongst Nigerian resident doctors in surgery. JOURNAL OF WEST AFRICAN COLLEGE OF SURGEONS 2020; 10:12-16. [PMID: 35558570 PMCID: PMC9089808 DOI: 10.4103/jwas.jwas_45_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Accepted: 02/05/2022] [Indexed: 11/04/2022]
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Criscione-Schreiber L. Turning Objective Structured Clinical Examinations into Reality. Rheum Dis Clin North Am 2019; 46:21-35. [PMID: 31757285 DOI: 10.1016/j.rdc.2019.09.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Objective structured clinical examinations assess learners "showing how" to perform complex clinical tasks. Devised as summative evaluations, these examinations with immediate feedback are useful formative evaluations to improve learner performance. This review describes how objective structured clinical examinations have been used in rheumatology education. Steps for creating an objective structured clinical examination are discussed. Validity and reproducibility are important considerations, especially for high-stakes summative objective structured clinical examinations. Consideration of the potential benefits in clinical education and their hazards are reviewed. When well-designed, formative objective structured clinical examinations have high educational value for learners and medical educators.
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Affiliation(s)
- Lisa Criscione-Schreiber
- Division of Rheumatology and Immunology, Program for Women in Internal Medicine, Department of Medicine, Duke University School of Medicine, Box 3490 DUMC, 40 Duke Medicine Circle, Durham, NC 27710, USA.
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Sholadoye TT, Tolani MA, Aminu MB, Maitama HY. Clinical Examination among Medical Students: Assessment and Comparison of the Strengths and Weaknesses of Objective Structured Clinical Examination and Conventional Examination. Niger J Surg 2019; 25:208-212. [PMID: 31579379 PMCID: PMC6771188 DOI: 10.4103/njs.njs_16_19] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
Background: Traditional clinical examination is perceived to be biased and to overcome this, objective structured clinical examination (OSCE) was introduced. Aims: The aim was to assess the students’ exposure and perception of OSCE as well as its strengths and weaknesses in comparison to conventional clinical examination. Subjects and Methods: A cross-sectional study of students who had surgical OSCE was conducted from July 2018 to October 2018 in Ahmadu Bello University, Zaria. Using a structured questionnaire, exposure and perception of OSCE as well its strength and weaknesses in comparison to the conventional clinical examination were assessed with dichotomous questions and a 5-point Likert scale. Data were analyzed with SPSS Version 20. Results: One hundred and thirty-four students responded, mean aged 24.1 ± 4.3 years, with a male-to-female ratio of 2.5:1. Although 64.7% of them strongly agreed that OSCE is the standard mode of examination, only 36.1% strongly agreed that it was easier to pass. More than half of the students perceived that the content of the OSCE was appropriate, wide-scoped, unbiased, and brought out specific areas of weakness. Some students (38.1%), however, felt that there was a need for improvement in the OSCE process, especially in time allocation, but most of them (89.5%) prefer it and agree that it was superior to conventional clinical examination. Conclusions: The perception of the process and structure of OSCE among the medical students was good. Compared to conventional clinical examination, students found OSCE was easier and fairer, had a better examination of structure and level of coordination, and induced lesser anxiety and fatigue. However, the entire process of OSCE can be improved.
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Affiliation(s)
- Tunde Talib Sholadoye
- Department of Surgery, Division of Paediatric Surgery, Ahmadu Bello University/Ahmadu Bello University Teaching Hospital, Zaria, Kaduna State, Nigeria
| | - Musliu Adetola Tolani
- Department of Surgery, Division of Urology, Ahmadu Bello University/Ahmadu Bello University Teaching Hospital, Zaria, Kaduna State, Nigeria
| | - Muhammad Balarabe Aminu
- Department of Surgery, Division of Cardiothoracic Surgery, Ahmadu Bello University/Ahmadu Bello University Teaching Hospital, Zaria, Kaduna State, Nigeria
| | - Hussaini Yusuf Maitama
- Department of Surgery, Division of Urology, Ahmadu Bello University/Ahmadu Bello University Teaching Hospital, Zaria, Kaduna State, Nigeria
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Puryer J, Neville P, Fowler E. Between fairness and fear-Dental undergraduates' attitudes towards objective structured clinical examinations. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:323-331. [PMID: 30746899 DOI: 10.1111/eje.12433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Accepted: 02/06/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Objective structured clinical examinations (OSCEs) are an established method of assessment for dental undergraduates. There is little published dental education research exploring the views of undergraduates towards OSCEs. AIM To explore and describe the views of dental undergraduates towards OSCEs. METHOD A sequential mixed methods design was applied. This included a cross-sectional survey of all 204 dental undergraduates in Years 2, 3 and 4 within a UK dental school using an anonymous self-report online questionnaire (response rate 57%), which was followed by two focus group interviews of n = 10 Year-2 students. RESULTS Most students gave positive views regarding the OSCE form of assessment. Questionnaire data highlighted that students felt that the OSCE tested their diagnostic, clinical and communication skills, and covered a wide range of skills and disciplines. Students also generally saw them as a useful educational exercise that went beyond testing recall of facts. Most students thought that the OSCEs were "fair" assessments. Negative views focused around student lack of preparation for them, especially in earlier years. Focus group data explored further these concerns but also emphasised the need for more student-centred support pre-OSCE. CONCLUSION Objective structured clinical examinations can be an anxiety-inspiring form of assessment for students in the early years of the programme. Dental educators need to be more aware of these concerns to develop strategies to increase student preparedness for OSCEs without increasing stress.
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Kam BS, Yune SJ, Lee SY, Im SJ, Baek SY. Impact of video feedback system on medical students' perception of their clinical performance assessment. BMC MEDICAL EDUCATION 2019; 19:252. [PMID: 31286961 PMCID: PMC6615181 DOI: 10.1186/s12909-019-1688-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Accepted: 06/26/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. This study compared students' perception of their CPA scores before and after providing personalized video feedback. METHODS Two identical online surveys of Year 1 medical students (N = 103) that had undergone CPA were conducted to evaluate students' perceptions about their CPA scores before and after video feedback. Students were given their test scores with assessment analysis reports immediately after completing the CPA. Top-scored students from each station agreed to provide their video-recorded performance to the rest of the students. RESULTS After comparing their performance video and top-scored video at each station, medical students were more aware of their CPA total score, clinical performance examination (CPX) total score, score of each CPX station, section score for the CPX station, history taking section score, physical examination section score, and doctor-patient relationship section score. Moreover, students became more convinced of their own weaknesses from their history taking and patient education section after viewing video feedback than before. CONCLUSION The use of the video feedback system might help students recognize their CPA results and identify their strengths and weaknesses.
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Affiliation(s)
- Bee Sung Kam
- Department of Medical Education, Pusan National University School of Medicine, Yangsan, 50612 South Korea
| | - So Jung Yune
- Department of Medical Education, Pusan National University School of Medicine, Yangsan, 50612 South Korea
| | - Sang Yeoup Lee
- Department of Medical Education, Pusan National University School of Medicine, Yangsan, 50612 South Korea
- Family Medicine Clinic and Research Institute of Convergence of Biomedical Science and Technology, Pusan National University Yangsan Hospital, Yangsan, South Korea
| | - Sun Ju Im
- Department of Medical Education, Pusan National University School of Medicine, Yangsan, 50612 South Korea
| | - Sun Yong Baek
- Department of Medical Education, Pusan National University School of Medicine, Yangsan, 50612 South Korea
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Exploring the Influence of Language on Assessment Given a Mismatch Between Language of Instruction and Language of Practice. Simul Healthc 2019; 14:271-275. [PMID: 30730468 DOI: 10.1097/sih.0000000000000358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
STATEMENT A phenomenon is occurring in international settings where the language of program delivery and assessment does not match the primary language of practice. It is unknown whether determining competence in English disadvantages students for practice in non-English settings. As such, we conducted a pilot study to determine student performance and perceptions after completion of two Objective Structured Clinical Examinations (OSCEs) examinations, one conducted in English and one conducted in Arabic within an Arabic-speaking Middle Eastern setting. Twenty-two students completed both OSCEs. Overall scores were similar but student rankings differed. Students were more confident performing in Arabic, felt that the Arabic examination was more reflective of practice, and believed that use of Arabic OSCEs can promote better patient care. Findings support the notion that student success may be influenced by language of assessment and that we may need to rethink how we determine assessment validity in these emerging international education settings.
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Analysis of Psychophysiological Stress Response in Higher Education Students Undergoing Clinical Practice Evaluation. J Med Syst 2019; 43:68. [PMID: 30734084 DOI: 10.1007/s10916-019-1187-7] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2018] [Accepted: 01/30/2019] [Indexed: 12/28/2022]
Abstract
The aim of this study was to analyze the psychophysiological response of Physiotherapy degree students during a complete clinical practice as well as their psychological profile in relation to coping style in stressful situations, and its impact on academic performance. We analysed in 15 students heart rate variability (HRV) to analyse autonomic modulation in three moments during the entire clinical practices of 3 months (4 h per day, 3 days per week), first session, middle session and last session; perceived stress, personality, life engagement, cognitive flexibility before starting the clinical practice the academic performance after the clinical practice. Results based on HRV and related indexes parameters fail to indicate the expected autonomic adaptation during the practice. A complete clinical practice of Physiotherapy degree students did not produce an habituation process since a high sympathetic autonomic nervous system modulation was measured in the beginning, at the middle and at the final of the clinical practice. Below-average scores are presented in a personality factor associated with traditional and non-adaptive coping styles that could explain the non-habituation of the students. Finally, none of the analyzed indexes has been able to relate to academic performance.
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Ravikirti, Gopalakrishnan M. Objective Structured Clinical Examinations (OSCEs) as an Assessment Tool in Undergraduate Medical Education. J Natl Med Assoc 2018; 110:553-555. [PMID: 30129500 DOI: 10.1016/j.jnma.2018.02.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Revised: 08/02/2017] [Accepted: 02/08/2018] [Indexed: 10/17/2022]
Affiliation(s)
- Ravikirti
- All India Institute of Medical Sciences, Patna, India.
| | - Maya Gopalakrishnan
- Department of General Medicine, Pondicherry Institute of Medical Sciences, Puducherry, India
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OSCE as a Summative Assessment Tool for Undergraduate Students of Surgery-Our Experience. Indian J Surg 2017; 79:534-538. [PMID: 29217905 DOI: 10.1007/s12262-016-1521-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2016] [Accepted: 07/05/2016] [Indexed: 10/21/2022] Open
Abstract
Traditional examination has inherent deficiencies. Objective Structured Clinical Examination (OSCE) is considered as a method of assessment that may overcome many such deficits. OSCE is being increasingly used worldwide in various medical specialities for formative and summative assessment. Although it is being used in various disciplines in our country as well, its use in the stream of general surgery is scarce. We report our experience of assessment of undergraduate students appearing in their pre-professional examination in the subject of general surgery by conducting OSCE. In our experience, OSCE was considered a better assessment tool as compared to the traditional method of examination by both faculty and students and is acceptable to students and faculty alike. Conducting OSCE is feasible for assessment of students of general surgery.
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Shahzad A, Saeed MHB, Paiker S. Dental students' concerns regarding OSPE and OSCE: a qualitative feedback for process improvement. BDJ Open 2017; 3:17009. [PMID: 29607080 PMCID: PMC5842832 DOI: 10.1038/bdjopen.2017.9] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2017] [Revised: 04/23/2017] [Accepted: 04/27/2017] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES Objective structured practical examination (OSPE) and objective structured clinical examination (OSCE) have become established as reliable, valid and objective methods of assessing practical and clinical skills in dental schools. This study explored the perceptions of dental undergraduates' regarding OSPE and OSCE. DESIGN AND SETTING Two focus groups were made; the first consisted of students who had recently undergone an OSPE, while the other group was of fresh graduates (FG) who had given an OSCE in the final examination. A trained facilitator conducted the discussion-based interview for each focus group. Both discussions were recorded via audio recorders and transcribed verbatim. The data were thereafter analysed thematically. RESULTS Findings from the study suggested that the students and FGs were generally satisfied with the OSPE and OSCE. However, they perceived that the time allocated to the stations was not well balanced, nor were the examiners trained to conduct the examination. More importantly, the FGs opined that practical skills were not adequately tested on the OSCE, and thus the curricular content was not adequately covered. CONCLUSION The study highlights issues that may arise while conducting the OSPE and OSCE, thus informing future guidelines for conducting OSPE and OSCE.
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Affiliation(s)
- Ambreen Shahzad
- BDS, Islamic International Dental College, Riphah International University, Islamabad, Pakistan
| | - M Humza Bin Saeed
- Department of Community Dentistry, Islamic International Dental College, Riphah International University, Islamabad, Pakistan
| | - Sadia Paiker
- BDS, Islamic International Dental College, Riphah International University, Islamabad, Pakistan
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Muthusami A, Mohsina S, Sureshkumar S, Anandhi A, Elamurugan TP, Srinivasan K, Mahalakshmy T, Kate V. Efficacy and Feasibility of Objective Structured Clinical Examination in the Internal Assessment for Surgery Postgraduates. JOURNAL OF SURGICAL EDUCATION 2017; 74:398-405. [PMID: 27913082 DOI: 10.1016/j.jsurg.2016.11.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2016] [Revised: 10/15/2016] [Accepted: 11/11/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Traditionally assessment in medical training programs has been through subjective faculty evaluations or multiple choice questions. Conventional examinations provide assessment of the global performance rather than individual competencies thus making the final feedback less meaningful. The objective structured clinical examination (OSCE) is a relatively new multidimensional tool for evaluating training. This study was carried out to determine the efficacy and feasibility of OSCE as a tool for the internal assessment of surgery residents. METHODS This study was carried out on the marks obtained by surgery residents at different levels of training in a single tertiary center in India over the 4 OSCEs conducted in the years 2015 and 2016. The marks of the OSCE were collected from the departmental records and analyzed. Reliability was calculated using internal consistency using Cronbach's α. Validity was calculated by item total correlation. Content validation was done by obtaining expert reviews from 5 experts using a proforma, to assess the content and checklist of each station of the OSCE. RESULTS A total of 49 surgery residents were assessed in small batches during the above mentioned period. Of the 4 OSCEs conducted by us, 3 had a high value of Cronbach's α of greater than 0.9, as opposed to the set standard of 0.7. Out of 23 stations used in the 4 examinations separately, only 3 stations were found to have a low correlation coefficient (item total correlation), and hence, a low validity. The remaining 20 stations were found to have a high validity. Expert review showed unanimous validation of the content of 17 out of the 23 stations, with few suggestions for change in the remaining 6 stations. The material and manpower used was minimal and easy to obtain, thus making the OSCE feasible to conduct. CONCLUSION OSCE is a reliable, valid. and feasible method for evaluating surgery residents at various levels of training.
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Affiliation(s)
- Anitha Muthusami
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Subair Mohsina
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Sathasivam Sureshkumar
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Amaranathan Anandhi
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Thirthar Palanivelu Elamurugan
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Krishnamachari Srinivasan
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Thulasingam Mahalakshmy
- Department of Preventive and Social Medicine, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | - Vikram Kate
- Department of Surgery, Pondicherry, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India.
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Brennan PA, Croke DT, Reed M, Smith L, Munro E, Foulkes J, Arnett R. Does Changing Examiner Stations During UK Postgraduate Surgery Objective Structured Clinical Examinations Influence Examination Reliability and Candidates' Scores? JOURNAL OF SURGICAL EDUCATION 2016; 73:616-23. [PMID: 26923102 DOI: 10.1016/j.jsurg.2016.01.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 01/06/2016] [Accepted: 01/19/2016] [Indexed: 05/25/2023]
Abstract
OBJECTIVE Objective structured clinical examinations (OSCE) are widely used for summative assessment in surgery. Despite standardizing these as much as possible, variation, including examiner scoring, can occur which may affect reliability. In study of a high-stakes UK postgraduate surgical OSCE, we investigated whether examiners changing stations once during a long examining day affected marking, reliability, and overall candidates' scores compared with examiners who examined the same scenario all day. DESIGN, SETTING, AND PARTICIPANTS An observational study of 18,262 examiner-candidate interactions from the UK Membership of the Royal College of Surgeons examination was carried at 3 Surgical Colleges across the United Kingdom. Scores between examiners were compared using analysis of variance. Examination reliability was assessed with Cronbach's alpha, and the comparative distribution of total candidates' scores for each day was evaluated using t-tests of unit-weighted z scores. RESULTS A significant difference was found in absolute scores differences awarded in the morning and afternoon sessions between examiners who changed stations at lunchtime and those who did not (p < 0.001). No significant differences were found for the main effects of either broad content area (p = 0.290) or station content area (p = 0.450). The reliability of each day was not affected by examiner switching (p = 0.280). Overall, no difference was found in z-score distribution of total candidate scores and categories of examiner switching. CONCLUSIONS This large study has found that although the range of marks awarded varied when examiners change OSCE stations, examination reliability and the likely candidate outcome were not affected. These results may have implications for examination design and examiner experience in surgical OSCEs and beyond.
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Affiliation(s)
- Peter A Brennan
- Intercollegiate Committee for Basic Surgical Examinations, The Royal College of Surgeons of England, London, United Kingdom.
| | - David T Croke
- Department of Quality Enhancement, The Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Malcolm Reed
- Dean, Brighton Medical School, Brighton, United Kingdom
| | - Lee Smith
- Intercollegiate Committee for Basic Surgical Examinations, The Royal College of Surgeons of England, London, United Kingdom
| | - Euan Munro
- Intercollegiate Committee for Basic Surgical Examinations, The Royal College of Surgeons of England, London, United Kingdom
| | - John Foulkes
- Intercollegiate Committee for Basic Surgical Examinations, The Royal College of Surgeons of England, London, United Kingdom
| | - Richard Arnett
- Department of Quality Enhancement, The Royal College of Surgeons in Ireland, Dublin, Ireland
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Puryer J. Dental Undergraduate Views of Objective Structured Clinical Examinations (OSCEs): A Literature Review. Dent J (Basel) 2016; 4:E6. [PMID: 29563448 PMCID: PMC5851204 DOI: 10.3390/dj4010006] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 03/09/2016] [Accepted: 03/16/2016] [Indexed: 11/22/2022] Open
Abstract
Objective Structured Clinical Examinations (OSCEs) are widely used in dental undergraduate assessment, often determining progression or graduation. Student evaluation of this assessment process is important, and this includes identifying the views of the student. The aim of this paper is to present a review of the current literature regarding dental student perceptions of OSCEs. A search of the PubMed database covering the period 1975 to 2015 identified 121 possible papers from which only six were suitable for review. The remaining papers were excluded due to them not reporting on dental undergraduate views. Students perceived the OSCE to be a valid assessment in three studies, but not in one. The educational benefit of an OSCE is well supported by these studies. OSCEs can induce high levels of anxiety compared to other forms of assessments, but this did not affect student performance. The majority of students would chose to have a similar format of assessment again, showing support for OSCEs. Further research using larger cohorts of students could be undertaken in order to support these finding which would give added evidence for the continuing use of OSCEs as a valid method of both dental undergraduate education and assessment.
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Affiliation(s)
- James Puryer
- School of Oral and Dental Sciences, Bristol Dental Hospital, Lower Maudlin Street, Bristol BS1 2LY, UK.
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Malhotra N, Poolton JM, Wilson MR, Leung G, Zhu F, Fan JKM, Masters RSW. Exploring personality dimensions that influence practice and performance of a simulated laparoscopic task in the objective structured clinical examination. JOURNAL OF SURGICAL EDUCATION 2015; 72:662-669. [PMID: 25857212 DOI: 10.1016/j.jsurg.2014.12.011] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2014] [Revised: 11/28/2014] [Accepted: 12/24/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Surgical educators have encouraged the investigation of individual differences in aptitude and personality in surgical performance. An individual personality difference that has been shown to influence laparoscopic performance under time pressure is movement specific reinvestment. Movement specific reinvestment has 2 dimensions, movement self-consciousness (MS-C) (i.e., the propensity to consciously monitor movements) and conscious motor processing (CMP) (i.e., the propensity to consciously control movements), which have been shown to differentially influence laparoscopic performance in practice but have yet to be investigated in the context of psychological stress (e.g., the objective structured clinical examination [OSCE]). OBJECTIVE This study investigated the role of individual differences in propensity for MS-C and CMP in practice of a fundamental laparoscopic skill and in laparoscopic performance during the OSCE. Furthermore, this study examined whether individual differences during practice of a fundamental laparoscopic skill were predictive of laparoscopic performance during the OSCE. METHODS Overall, 77 final-year undergraduate medical students completed the movement specific reinvestment scale, an assessment tool that quantifies the propensity for MS-C and CMP. Participants were trained to proficiency on a fundamental laparoscopic skill. The number of trials to reach proficiency was measured, and completion times were recorded during early practice, later practice, and the OSCE. RESULTS There was a trend for CMP to be negatively associated with the number of trials to reach proficiency (p = 0.064). A higher propensity for CMP was associated with fewer trials to reach proficiency (β = -0.70, p = 0.023). CMP and MS-C did not significantly predict completion times in the OSCE (p > 0.05). Completion times in early practice (β = 0.05, p = 0.016) and later practice (β = 0.47, p < 0.001) and number of trials to reach proficiency (β = 0.23, p = 0.003) significantly predicted completion times in the OSCE. CONCLUSION It appears that a higher propensity for CMP predicts faster rates of learning of a fundamental laparoscopic skill. Furthermore, laparoscopic performance during practice is indicative of laparoscopic performance in the challenging conditions of the OSCE. The lack of association between the 2 dimensions of movement specific reinvestment and performance during the OSCE is explained using the theory of reinvestment as a framework. Overall, consideration of personality differences and individual differences in ability during practice could help inform the development of individualized surgical training programs.
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Affiliation(s)
- Neha Malhotra
- Institute of Human Performance, The University of Hong Kong, Hong Kong, China.
| | - Jamie M Poolton
- Institute of Human Performance, The University of Hong Kong, Hong Kong, China; School of Sport, Carnegie Faculty, Leeds Beckett University, United Kingdom
| | - Mark R Wilson
- School of Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, United Kingdom
| | - Gilberto Leung
- Department of Surgery, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Frank Zhu
- Institute of Human Performance, The University of Hong Kong, Hong Kong, China; Department of Surgery, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Joe K M Fan
- Department of Surgery, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Rich S W Masters
- Institute of Human Performance, The University of Hong Kong, Hong Kong, China; Department of Sport and Leisure Studies, University of Waikato, New Zealand
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