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- W4387333044 abstract "High-stakes (national) objective structured clinical examination (OSCE) is a vital tool to assess clinical competence in medical students. Formative OSCE to the learner can narrow the gap between actual and desired performance. This study aimed to explore the outcome of simple formative OSCE before high-stakes OSCE. This quasi-experimental design study analyzed the passing status and the score of high-stakes OSCE (P2 OSCE) compared to local formative OSCE (P1 OSCE) after being given feedback on the P1 OSCE. Formative written feedback was given regarding the positive and negative performances of the students during the examination and the suggestion for improvement of high-stakes OSCE. This study was conducted on a total of 520 students. There were 98 students (18.8%) who failed at the P1 OSCE but passed the P2 OSCE. Only five students (1%) who failed at P1 OSCE failed at P2 OSCE. There were significant differences (P-value <0.001, Wilcoxon signed-rank test) between the P1 OSCE score and the P2 OSCE score. There was a significantly higher enrichment of the learning process for students to improve their performances and give them self-reflections apart from a pass/fail environment. Formative feedback in local formative OSCE before national high-stakes OSCE could increase the percentage of passing status and score in high-stakes OSCE." @default.
- W4387333044 created "2023-10-05" @default.
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- W4387333044 date "2023-01-01" @default.
- W4387333044 modified "2023-10-14" @default.
- W4387333044 title "Formative Objective Structured Clinical Examination (OSCE) as a Learning Tool and Predictor of High-Stakes OSCE" @default.
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- W4387333044 doi "https://doi.org/10.1007/978-981-99-4573-3_12" @default.
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