Clinical and Medical Engineering Live
- ISSN: 2997-612X
Hanen Boukhris, Hajer Zidani, Ghada Bouslema, Sihem Hajjaji, Nouha Mghirbi, Hayet Hajjemi and Souha BenYoussef
Background: The Objective Structured Clinical Examination (OSCE) has become a pivotal component in the assessment of clinical competencies in dental education. As a performance-based test, the OSCE is designed to evaluate students› clinical skills, decision-making, and ability to apply theoretical knowledge in practical scenarios. It provides a structured and standardized method of assessment, ensuring consistency and fairness. However, the perception of its effectiveness and the challenges faced by students during the OSCE are critical for its continuous improvement. Understanding these perceptions can help educators refine the examination process, enhance the learning experience, and better prepare students for their professional careers.
Aim: The present study was designed to explore, evaluate, and analyze 6th year dental students› perceptions of the Objective Structured Clinical Examination (OSCE).
Materials and Methods: This study was a cross-sectional analytical prospective study using a survey design. It was conducted among all the dental students in the 6th year of the faculty who took the OSCE assessment during their clinical internships from April 2023 to September 2023at the hospital Farhat Hached of Sousse in Tunisia. The data were collected through a questionnaire written in French and were analyzed using SPSS 21.
Results: Overall, students had positive attitudes toward the OSCE, including that it was well structured, sequenced, and fair; gender had no impact on OSCE outcomes. It is recovering a wide coverage of knowledge. The OSCE provides practical and useful experience. Regarding stress during exams, only 36.33% believed that exams are less stressful than other types of exams. When comparing OSCE to other assessment formats such as Multiple-Choice Questions (MCQs), Short Answer Questions (SAQs), OSCE and Essays. MCQ seems to be the easiest and simplest. The MCQ format was preferred by the majority of students, with a significant difference between male and female preferences.
Conclusion: The study revealed that 6th-year dental students perceive the OSCE as a well-structured, fair, and valuable tool for assessing their clinical skills. Despite some stress associated with this format, it is favored for its practical and comprehensive evaluation of knowledge and abilities.
Clinical Significance: The study demonstrates that the OSCE is an effective and equitable method for assessing clinical skills in dental education. Its comprehensive approach prepares students for real-world clinical practice, enhancing the quality of dental education and patient care.