| Tsai TC |
------>authors3_c= ------>paper_class1=2 ------>Impact_Factor=None ------>paper_class3=0 ------>paper_class2=0 ------>vol= ------>confirm_bywho=None ------>insert_bywho=tsaitc2007 ------>Jurnal_Rank=None ------>authors4_c= ------>comm_author=1 ------>patent_EDate=None ------>authors5_c= ------>publish_day=9 ------>paper_class2Letter=None ------>page2= ------>medlineContent= ------>unit=000 ------>insert_date=20080425 ------>iam=1 ------>update_date=None ------>author=??? ------>change_event=2 ------>ISSN= ------>authors_c= ------>score=-26 ------>journal_name= ------>paper_name=Performance-based examination.????????? ?????? ------>confirm_date=None ------>tch_id=094017 ------>pmid=19602757 ------>page1= ------>fullAbstract=BACKGROUND: The objective structured clinical examination (OSCE) is used commonly for assessment of psychiatry trainees but has been used less for teaching. AIM AND SETTING: This study describes the adaptation of the OSCE method for training purposes in a postgraduate psychiatry training center in India and the initial findings with regard to trainee performance. MATERIALS AND METHODS: The adapted method was called the objective structured clinical assessment with feedback (OSCAF). The adaptation included several steps--modifying existing OSCE patterns for language and cultural appropriateness, using supervised roleplaying instead of standardized or simulated patients and evolving an assessment method (14-item checklist) that would generate feedback. This exercise was conducted in front of a group of multidisciplinary peers and supervisors. STATISTICAL ANALYSIS: Descriptive statistics and ANOVA were used. RESULTS: Analysis of the performance based on the 14-item checklist assessing common elements of any patient-related interaction in 34 different OSCAF tasks indicated the following: less-than-satisfactory (<75%) performances in the following areas--assuring confidentiality (73.5%), assessing comfort (62%), summarizing (60%), closure (62%) and checking whether the ~patient~ had understood what was being communicated (42%). Based on the nature of clinical situations, performances on some specific and difficult OSCAF situations were found to be inadequate and indicated need for further training. CONCLUSIONS: We have been able to demonstrate OSCAF to be a convenient, cost-effective training method in psychiatry, with limited demands on resources; however, further refinements in ratings and feedback methods and studies on effectiveness may enhance its utility. ------>tmu_sno=None ------>sno=18266 ------>authors2= ------>authors3= ------>authors4= ------>authors5= ------>authors6= ------>authors6_c= ------>authors=Tsai TC ------>delete_flag=0 ------>SCI_JNo=None ------>authors2_c= ------>publish_area=1 ------>updateTitle=Objective standardized clinical assessment with feedback: Adapting the objective structured clinical examination for postgraduate psychiatry training in India. ------>language=1 ------>check_flag=None ------>submit_date=None ------>country=None ------>no= ------>patent_SDate=None ------>update_bywho=None ------>publish_year=2005 ------>submit_flag=None ------>publish_month=12 |