OSCE: assessment of future medical professionals goes beyond theoretical concepts

OSCE: assessment of future medical professionals goes beyond theoretical concepts

The clinical competence of UnexMED students is assessed twice a year.

The Objective, Structured, Clinical Examination (OSCE) was first developed in 1975 and is currently used as an international standard for assessing the clinical performance of health care professionals.

In medicine, students’ clinical skills are assessed in five main areas:

• Pediatrics
• Gynecology and Obstetrics
• Internal Medicine
• General Surgery
• Mental Health

The five stations featuring key clinical skills are designed to simulate consultations between doctors (students) and patients (actors). Right at the start of the exam, the person being evaluated is informed of the first scenario and the level of care that should be prioritized.

The instructor assesses the student’s ability to take a medical history, perform a physical examination, and carry out procedures. The objective is to assess the clinical reasoning and humanistic approach of future medical professionals toward patients.

For nutritionist Adriana Nascimento, a student pursuing a second bachelor’s degree at UnexMED Jequié, the OSCE is part of the students’ daily routine. “I’ve been preparing since the beginning of the course. We have preparatory classes almost every day; these hands-on classes are what prepare us to take the exam with greater confidence,” she summarizes.

How medical students are assessed on the OSCE

The evaluator observes the student at every stage, from the initial contact with the patient through the consultation and completion of the procedure. The following points are evaluated:

• Time
• Clinical Reasoning
• Professional Conduct
• Empathy
• Technical Knowledge
• Skills
• Diagnostic Reasoning

For the physician, professor, and coordinator of UnexMED Jequié, Dr. Radmesse Britto, there are no stricter or more fixed criteria for faculty to evaluate medical students. “We have a list of learning objectives for students to achieve—a benchmark. They are scored based on the objectives outlined in each station’s topics,” he explains.

Appointment Time

Each appointment has a predetermined duration of 5 to 10 minutes. As each station is completed, the evaluator fills out a checklist.

What is included on the checklist?

• The student’s ability to apply knowledge
• The clinical skills used during the realistic scenarios
• Clinical and diagnostic reasoning
• The physical examination
• The procedure
• The techniques used
• Communication with the patient
• What can be done to ensure the best possible performance by the student

The simulation of patient care depends on the station and the scenario

At the Internal Medicine station, the student must know how to write a prescription, check blood pressure, perform cardiopulmonary auscultation, and answer questions from patients, who are played by actors.

In all other specialties—Pediatrics, Gynecology and Obstetrics, General Surgery, and Mental Health—the questions will always be related to the specialty of each station.

Criteria used in the evaluation

For the evaluation panel—composed of faculty members, physicians, and healthcare professionals from UnexMED—active listening, correct answers, and the way candidates present themselves and interact with patients are key factors.

The goal is to determine whether this future professional is prepared to provide compassionate care and handle situations in the emergency room, outpatient clinic, or ward. The results are defined as follows:

• Adequate
• Partially adequate
• Inadequate