ライフサイエンスコーパス: OSCE

1 OSCEs were videotaped and reviewed by two faculty member

2 jective Structured Clinical Examination (ACS OSCE).

3 The ACS OSCE is now available for broader implementation.

4 The ACS OSCE was developed to evaluate and help remediate reside

5 The ACS OSCE was successfully implemented across diverse institu

6 nts improved markedly, as demonstrated by an OSCE using a live simulated "patient" and manikin.

7 Online platforms enable bidimensional OSCEs that are cost-effective in terms of staff, resourc

8 a final third- or fourth-year comprehensive OSCE; 53 require a passing OSCE score for graduation.

9 m objective structured clinical examination (OSCE) assessment on the examination of shoulder and/or k

10 m Objective Structured Clinical Examination (OSCE) immediately after the workshop; the other 2 groups

11 e objective structured clinical examination (OSCE) is a format of examination that enables students t

12 Objective structured clinical examination (OSCE) is a key part of medical student assessment.

13 e Objective Structured Clinical Examination (OSCE) nutrition score was compared between graduating cl

14 ) Objective Structured Clinical Examination (OSCE) rating to assess performance of Registered Nurses

15 n Objective Structured Clinical Examination (OSCE).

16 e objective structured clinical examination (OSCE).

17 e Objective Structured Clinical Examination (OSCE).

18 n objective structured clinical examination [OSCE]) to assess clinical skills is variable; 82 schools

19 Objective Structured Clinical Examinations (OSCEs) format of UK Medical Schools.

20 objective structured clinical examinations (OSCEs).

21 ents 0.195 (p=0.002) and 0.116 (p=0.002) for OSCE and mentor grading respectively.

22 ' decision-making that were not evident from OSCE scoring alone.

23 Identical OSCE scenarios were administered to 2 cohorts of surgica

24 This documented improvement in OSCE performance reflects the value of a professionalism

25 allocated group performed better on the knee OSCE than the non-CD group (adjusted P = 0.040), but the

26 nt by videotaped OSCE is as reliable as live OSCE assessment.

27 eliable and offers some advantages over live OSCE including more efficient use of examiners' time, in

28 iology should form part of multidisciplinary OSCEs to the extent that it forms part of clinical pract

29 Student performance on OSCE stations for shoulder or knee examinations was asse

30 end of Year one clinical practice outcomes (OSCE and mentor grading).

31 nalysis of variance was conducted of overall OSCE professionalism scores (% well done) as the depende

32 hose in the comparison cohort on the overall OSCE (65.4% vs 60.4%; 5.1% difference; 95% confidence in

33 ear comprehensive OSCE; 53 require a passing OSCE score for graduation.

34 d technologies make it possible to reproduce OSCE stations in three-dimensional scenarios; recent exp

35 the other 2 groups were tested with the same OSCE 8 months later.

36 The same OSCEs were administered to a comparison cohort of studen

37 The mean (+/-1 SEM) OSCE nutrition score significantly improved after the im

38 Mean values for the shoulder OSCE checklist were 17.9 by live assessment and 17.4 by

39 em knee station formed part of the summative OSCE.

40 residents from 7 institutions completed the OSCE.

41 bility between live and video scores for the OSCE checklists.

42 ganization, design, and fundamentals for the OSCE, proposing that radiology should form part of multi

43 s interesting and opportune to introduce the OSCE in undergraduate and postgraduate training in radio

44 group performed significantly better on the OSCE (P = 0.002) and C-Log (P = 0.005) than the non-CD g

45 Video OSCE has the potential to be reliable and offers some ad

46 o determine whether assessment by videotaped OSCE is as reliable as live OSCE assessment.