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Use of computer technology to modify objective structured clinical examinations.
J Dent Educ. 2005 Oct; 69(10):1133-6.JD

Abstract

Objective structured clinical examinations (OSCEs) are multistationed clinical examinations that have been shown to be effective in testing students' ability to integrate the knowledge, skills, and attitudes acquired during their preclinical and clinical training and experiences. The original OSCE for the third-year Preventive Dentistry course at Baylor College of Dentistry was based on the traditional format consisting of four sections of twelve stations with a group of twelve students rotating through each of the sections simultaneously. This arrangement allowed for examination of one-half of the class. The other half of the class took the exam on an alternate date. To reduce the disruption caused by the students' moving from station to station and to allow for examination of the entire class in one setting, the traditional concept was modified using computer technology, and the twelve stations "moved" via a PowerPoint presentation while students remained stationary. Questions on both exams provided a means for testing data interpretation, diagnostic skills, and, to some extent, interpersonal skills. The overall atmosphere during the computer-based examination was less chaotic. Each student received identical instructions, explanations, and time allotments to respond to the information presented. The ratio of faculty to students required to monitor the exam was less than required for the traditional format. Additionally, since there was no need to allow time for student transition, the total time required to administer the exam was reduced. Thus, objective assessment of the entire class was accomplished using fewer faculty members and less class time and with less disruption for the students.

Authors+Show Affiliations

Holyfield LJ
Baylor College of Dentistry, Department of Public Health Sciences, Texas A&M University System Health Science Center, Dallas, TX 75246, USA. LHolyfield@bcd.tamhsc.edu
Bolin KA
No affiliation info available
Rankin KV
No affiliation info available
Shulman JD
No affiliation info available
Jones DL
No affiliation info available
Eden BD
No affiliation info available

MeSH

Clinical CompetenceCompetency-Based EducationComputer-Assisted InstructionEducation, DentalEducational MeasurementFeasibility StudiesHealth Knowledge, Attitudes, PracticeHumansPreventive Dentistry

Pub Type(s)

Journal Article

Language

eng

PubMed ID

16204679

Citation

Holyfield, Lavern J., et al. "Use of Computer Technology to Modify Objective Structured Clinical Examinations." Journal of Dental Education, vol. 69, no. 10, 2005, pp. 1133-6.
Holyfield LJ, Bolin KA, Rankin KV, et al. Use of computer technology to modify objective structured clinical examinations. J Dent Educ. 2005;69(10):1133-6.
Holyfield, L. J., Bolin, K. A., Rankin, K. V., Shulman, J. D., Jones, D. L., & Eden, B. D. (2005). Use of computer technology to modify objective structured clinical examinations. Journal of Dental Education, 69(10), 1133-6.
Holyfield LJ, et al. Use of Computer Technology to Modify Objective Structured Clinical Examinations. J Dent Educ. 2005;69(10):1133-6. PubMed PMID: 16204679.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Use of computer technology to modify objective structured clinical examinations. AU - Holyfield,Lavern J, AU - Bolin,Kenneth A, AU - Rankin,Kathleen V, AU - Shulman,Jay D, AU - Jones,Daniel L, AU - Eden,Becky DeSpain, PY - 2005/10/6/pubmed PY - 2005/12/13/medline PY - 2005/10/6/entrez SP - 1133 EP - 6 JF - Journal of dental education JO - J Dent Educ VL - 69 IS - 10 N2 - Objective structured clinical examinations (OSCEs) are multistationed clinical examinations that have been shown to be effective in testing students' ability to integrate the knowledge, skills, and attitudes acquired during their preclinical and clinical training and experiences. The original OSCE for the third-year Preventive Dentistry course at Baylor College of Dentistry was based on the traditional format consisting of four sections of twelve stations with a group of twelve students rotating through each of the sections simultaneously. This arrangement allowed for examination of one-half of the class. The other half of the class took the exam on an alternate date. To reduce the disruption caused by the students' moving from station to station and to allow for examination of the entire class in one setting, the traditional concept was modified using computer technology, and the twelve stations "moved" via a PowerPoint presentation while students remained stationary. Questions on both exams provided a means for testing data interpretation, diagnostic skills, and, to some extent, interpersonal skills. The overall atmosphere during the computer-based examination was less chaotic. Each student received identical instructions, explanations, and time allotments to respond to the information presented. The ratio of faculty to students required to monitor the exam was less than required for the traditional format. Additionally, since there was no need to allow time for student transition, the total time required to administer the exam was reduced. Thus, objective assessment of the entire class was accomplished using fewer faculty members and less class time and with less disruption for the students. SN - 0022-0337 UR - https://www.unboundmedicine.com/medline/citation/16204679/Use_of_computer_technology_to_modify_objective_structured_clinical_examinations_ DB - PRIME DP - Unbound Medicine ER -