Revista de Odontologia da UNESP
Revista de Odontologia da UNESP
Original Article

Objective structured clinical examination, OSCEs: an advance in the teaching and learning process in the student’s perception

Exame clínico objetivo estruturado, OSCE: um avanço no processo de ensino e aprendizagem sob a percepção do estudante

Fabiana Aparecida Mayrink DE OLIVEIRA; Fernanda Ribeiro PORTO; Cleide Gisele RIBEIRO; Ana Estela HADDAD; Rodrigo Guerra DE OLIVEIRA; Antônio Márcio Lima FERRAZ JÚNIOR

Downloads: 0
Views: 178


Abstract: Introduction: The OSCE is a method of clinical competencies evaluation that has gained international popularity in medical and dental education.

Objective: The purpose of the present study was to describe the stages of development of the OSCE for the undergraduate course in Dentistry and to report the students' perception about this method of evaluation, regarding the degree of difficulty, time for each stage, importance of each station, number of stations, organization of the exam, as well as the total time for the OSCE.

Material and method: This research was an observational and cross-sectional study, composed of the carry out of an OSCE and later application of an evaluative questionnaire to the students who were in the fourth semester of the Dentistry course. These students had basic knowledge and an intermediate level of competences, compatible with their stage of education.

Result: As regards the number of stations, 43(97.7%) of the students responded that this was appropriate, OSCE process as a whole was very well organized (n=25; 56.8%), organized (n=17; 38.6%) or not very organized (n=1; 2.27%) and about the total time of the OSCE process, 29(65.9%) reported that it was appropriate; 10 (2.27%) said that it was short; 4 (9.09%), that it was long.

Conclusion: The student’s perception was positive especially regarding to organization and the time attributed to each station. Furthermore, the students considered that the topics and questions applied in each station were relevant.


Dental education, dental students, perception


Resumo: Introdução: O OSCE é um método de avaliação de competências clínicas que tem obtido popularidade internacional na educação em Medicina e Odontologia.

Objetivo: O objetivo do presente estudo foi descrever as etapas de desenvolvimento do OSCE para o curso de graduação em Odontologia e relatar a percepção dos estudantes sobre este método de avaliação, em relação ao grau de dificuldade, tempo para realização de cada etapa, importância de cada estação, número de estações, organização do exame, bem como o tempo total para a realização do OSCE.

Material e método: Esta pesquisa foi um estudo observacional e transversal, composto pela realização do OSCE e posterior aplicação de um questionário avaliativo aos alunos que cursavam o quarto semestre do curso de Odontologia. Esses alunos possuíam conhecimentos básicos em um nível intermediário de competências, compatíveis com sua etapa de ensino.

Resultado: No que diz respeito ao número de estações, 43 (97,7%) dos estudantes responderam que era apropriado, o processo da OSCE como um todo estava muito bem organizado (n = 25; 56,8%), organizado (n = 17; 38,6%) ou não muito organizado (n = 1; 2,27%) e sobre o tempo total do processo do OSCE, 29 (65,9%) relataram que era apropriado; 10 (2,27%) disseram que foi curto; 4 (9,09%), que foi longo.

Conclusão: A percepção do aluno foi positiva, especialmente em relação à organização e ao tempo atribuído a cada estação. Além disso, os alunos consideraram que os tópicos e questões aplicados em cada estação eram relevantes.


Educação em odontologia, estudantes de odontologia, percepção


Bang JB, Choi KK. Correlation between clinical clerkship achievement and objective structured clinical examination (OSCE) scores of graduating dental students on conservative dentistry. Restor Dent Endod. 2013 May;38(2):79-84. PMid:23741710.

Shahzad A, Saeed MHB, Paiker S. Dental students' concerns regarding OSPE and OSCE: a qualitative feedback for process improvement. BDJ Open. 2017 Jun 9;3:17009. PMid: 29607080.

Silva ET, Nunes MF, Queiroz MG, Leles CR. Factors influencing student’s performance in a Brazilian dental school. Braz Dent J. 2010 Jan;21(1):80-6. PMid:20464326.

Nie R, Zhu F, Meng X, Zhang H, Xie S, Wu L, et al. Application of OSCE for Stage Assessment in Standardized Training for Oral Residents. J Dent Educ. 2018 Sep;82(9):1000-6. PMid:30173197.

Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979 Jan;13(1):41-54. PMid:763183.

Kilminster S, Roberts T. Standard setting for OSCEs: trial of borderline approach. Adv Health Sci Educ Theory Pract. 2004;9(3):201-9. PMid:15316271.

Adeyemi-Doro HO, Bamisaiye A. A new course in basic therapeutic skills for medical and dental students at the College of Medicine, University of Lagos: student evaluation. Med Educ. 1983 Nov;17(6):354-9. PMid:6633305.

Jebbin NJ, Adotey JM. An audit of basic practical skills acquisition of final year medical students in a Nigerian medical school. Ann Afr Med. 2012 Jan-Mar;11(1):42-5. PMid:22199047.

Mossey PA, Newton JP, Stirrups DR. Scope of the OSCE in the assessment of clinical skills in dentistry. Br Dent J. 2001 Mar;190(6):323-6. PMid:11325158.

Barman A. Critiques on the objective structured clinical examination. Ann Acad Med Singapore. 2005 Sep;34(8):478-82. PMid:16205824.

Wardman MJ, Yorke VC, Hallam JL. Evaluation of a multi-methods approach to the collection and dissemination of feedback on OSCE performance in dental education. Eur J Dent Educ. 2018 May;22(2):e203-11. PMid:28524327.

Graham R, Zubiaurre Bitzer LA, Mensah FMA, Anderson OR. Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. J Dent Educ. 2014 May;78(5):694-702. PMid:24789829.

Larsen T, Jeppe-Jensen D. The introduction and perception of na OSCE with an element of self and peer-assessment. Eur J Dent Educ. 2008 Feb;12(1):2-7. PMid:18257758.

Hammad M, Oweis Y, Taha S, Hattar S, Madarati A, Kadim F. Students’ opinions and attitudes after performing a dental OSCE for the first time: a Jordanian experience. J Dent Educ. 2013 Jan;77(1):99-104. PMid:23314473.

Näpänkangas R, Harila V, Lahti S. Experiences in adding multiple-choice questions to an objective structural clinical examination (OSCE) in undergraduate dental education. Eur J Dent Educ. 2012 Feb;16(1):e146-50. PMid:22251338.

Bang JB, Choi KK. Correlation between clinical clerkship achievement and objective structured clinical examination (OSCE) scores of graduating dental students on conservative dentistry. Restor Dent Endod. 2013 May;38(2):79-84. PMid:23741710.

Boterf GL. Evaluer la compétence d’un professionnel: trois dimensions à explorer. Personnel. 2004;451:18-21.

Park SE, Anderson NK, Karimbux NY. OSCE and case presentation as active assessments of dental student performance. J Dent Educ. 2016 Mar;80(3):334-8. PMid:26933109.

Simon SR, Bui A, Day S, Berti D, Volkan K. The relationship between second-year medical students’ OSCE scores and USMLE step 2 scores. J Eval Clin Pract. 2007 Dec;13(6):901-5. PMid:18070260.

Muller ES, Harik P, Margolis M, Clauser B, Mckinley D, Boulet JR. An examination of the relationship between clinical skills examination performance and performance on USMLE step 2. Acad Med. 2003 Oct;78(10 Suppl):S27-9. PMid:14557087.

Lele SM. A mini-OSCE for formative assessment of diagnostic and radiographic skills at a dental college in India. J Dent Educ. 2011 Dec;75(12):1583-9. PMid:22184597.

Khan KZ, Gaunt K, Ramachandran S, Pushkar P. The objective structured clinical examination (OSCE): AMEE Guide No. 81. Part II: organisation & administration. Med Teach. 2013 Sep;35(9):e1447-63. PMid:23968324.

Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A, et al. Long term prospective teaching effectivity of practical skills training and a first OSCE in crânio maxillofacial surgery for dental students. J Craniomaxillofac Surg. 2014 Jul;42(5):e97-104. PMid:24012014.

Amaral E, Campos HH, Friedman S, Morahan PS, Araujo MN, Carvalho PM, et al. An educational international partnership responding to local needs: process evaluation of the Brazil FAIMER Regional Institute. Educ Health (Abingdon). 2012 Nov;25(2):116-23. PMid:23823595.

5d517bb70e8825c131daee82 rou Articles
Links & Downloads

Rev. odontol. UNESP

Share this page
Page Sections