The use of objective structured clinical examination (OSCE) for detecting and correcting teaching-learning errors in physical examination.
The innovative use of Objective Structured Clinical Examination (OSCE) to detect and correct teaching-learning (T-L) errors in clinical skills is described. The group performance errors could be classified as Type I (faulty performance or omission of a step), Type II (failure to recognize or correctly interpret a clinical sign) or combined (Type I & II) errors. Type I errors were due to ineffective or absent T-L experiences. Type II errors were due to poor concept attainment or inability to discriminate between the differences in a clinical sign. Clinical demonstration during feedback was effective in eliminating Type I errors. Correcting Type II errors of the group needed more time and effort and was only partially effective.
Sethuraman
K R
KR
Department of Medicine, Jawaharlal Institute of PG Medical Education & Research, Pondicherry, India.
D002983:Clinical Competence / Q000592:standards*; D004504:Education, Medical, Undergraduate / Q000592:standards*; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D010808:Physical Examination / Q000592:standards*; D013663:Teaching / Q000592:standards*