Document Type : Review Article
Authors
1
MSc of Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran.
2
PhD in Medical Education, Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
3
Kerman University of Medical Sciences, Kerman, Iran.
4
Pediatrician, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
5
Assistant Professor in Medical Education, Spiritual Health Research Center, Faculty of Medicine, Qom University of Medical Sciences, Qom, Iran.
10.22034/meb.2023.433369.1087
Abstract
Over the past three decades, the Objective Structured Clinical Examination (OSCE) has experienced exponential growth in usage across undergraduate and postgraduate medical examinations worldwide. This review aimed to identify various assessment tools for objective structured clinical examinations and explore their advantages and disadvantages in medical education.
The results revealed that while OSCE remains the most well-known test in the objective structured examination family, numerous variations exist. These alternative nomenclatures include OSCA, USNLE, iOSCE, OSATS, OSVE, TOSCE, OSPE, OSLE, and OSTE. Despite the diverse terminology, most variations share fundamental principles, with only OSVE and TOSCE demonstrating significant structural differences from the original OSCE. The review emphasized that each assessment tool possesses unique advantages and limitations, and no single method can provide a comprehensive evaluation of student performance. Consequently, a comprehensive assessment of student abilities requires the longitudinal application of multiple evaluation tools rather than relying on a single examination method.
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