Objective Structured Clinical Examinations (OSCEs) As Predictors of Performance on Work-Based Placements

Wanstall, Heather (2010) Objective Structured Clinical Examinations (OSCEs) As Predictors of Performance on Work-Based Placements. Investigations in university teaching and learning, 6 (1). pp. 65-74. ISSN 1740-5106

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Abstract / Description

In view of its social justice policy, London Metropolitan University (LMU) actively encourages applicants from non-traditional backgrounds, therefore attracting a high percentage of mature students, many of whom have been out of formal education for several years or who are returning to education via science access courses. The aim of introducing OSCEs prior to the second of 3 placements was to assess the students’ communication skills, as this had been identified as an area of weakness by the practice educators. OSCEs were introduced at LMU in the spring of 2007 for all undergraduate and postgraduate students due to undertake placement B later in that academic year. Students who failed the OSCE would be counselled on how to improve their communication skills prior to attempting their placements.

The aim of this study was to examine the hypothesis that OSCEs are a reliable predictor of performance on placement.

Item Type:	Article
Uncontrolled Keywords:	Investigations in university teaching and learning, OSCE, placements, dietician, assessment
Subjects:	300 Social sciences > 370 Education
Department:	School of Social Professions (to June 2021) Centre for Professional Education and Development (CPED) School of Social Sciences and Professions
Depositing User:	David Pester
Date Deposited:	13 Apr 2015 13:48
Last Modified:	19 Jul 2021 16:03
URI:	https://repository.londonmet.ac.uk/id/eprint/285

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