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REVIEW ARTICLE
Year : 2021  |  Volume : 48  |  Issue : 3  |  Page : 145-148

Employment of objective structured clinical examination tool in the undergraduate medical training


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Chengalpattu, Tamil Nadu, India

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jss.jss_34_21

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The delivery of medical education has shown a significant shift from the conventional mode of training to the competency-based training. Assessments have been identified as the most significant difference between the two approaches of training. The purpose of the current review was to explore the employment of objective structured clinical examination (OSCE) tool in the delivery of medical education. An extensive search of all materials related to the topic was carried out in the PubMed search engine, and a total of 30 articles were selected based upon the suitability with the current review objectives. It is quite obvious that during assessments, we plan to assess knowledge, skill, and affective domains, which actually gives inference about the overall learning progression. OSCE is an assessment tool that is being employed in medical training owing to its objectivity and structured nature. With the passage of time, OSCEs have been widely used in both undergraduate and postgraduate examinations. Acknowledging the fact that the OSCE can be of immense significance in monitoring the learning and its progression, it becomes quite essential to ensure its quality. In conclusion, the scope of OSCE as an assessment tool in medical education training is immense. It is the need of the hour to use the tool in an objective and structured manner to assess the level of learning in students and even monitor the progression in learning.


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