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

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

doi:10.1590/1807-2577.02719

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

http://dx.doi.org/10.1590/1807-2577.02719 Rev. odontol. UNESP, vol.48, e20190027, 2019

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Abstract

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.

Keywords

Dental education, dental students, perception

Resumo

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.

Palavras-chave

Educação em odontologia, estudantes de odontologia, percepção

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