Assessment of clinical competence using objective structured examination.

TLDR

The structured clinical examination allows better control of variables and complexity, clearer aims, and more comprehensive assessment of student knowledge. The study introduces the structured clinical examination to overcome limitations of traditional clinical exams. Students rotate through ward stations performing tasks such as history taking, physical examination, and lab interpretation, answer follow‑up questions, and are observed and scored by examiners using checklists, with minimal cueing from multiple‑choice questions. The structured clinical examination is more objective, allows pre‑determined marking, and provides improved feedback to students and staff.

Abstract

To avoid many of the disadvantages of the traditional clinical examination we have introduced the structured clinical examination. In this students rotate round a series of stations in the hospital ward. At one station they are asked to carry out a procedure, such as take a history, undertake one aspect of physical examination, or interpret laboratory investigations in the light of a patient9s problem, and at the next station they have to answer questions on the findings at the previous station and their interpretation. As they cannot go back to check on omissions multiple-choice questions have a minimal cueing effect. The students may be observed and scored at some stations by examiners using a check list. In the structured clinical examination the variables and complexity of the examination are more easily controlled, its aims can be more clearly defined, and more of the student9s knowledge can be tested. The examination is more objective and a marking strategy can be decided in advance. The examination results in improved feed-back to students and staff.