Physician Associate Students Perspectives of the Objective Structured Clinical Examination (OSCE), as a Form of Assessment

Abstract

Introduction: Despite significant evidence recognizing the objective structured clinical examination (OSCE) as a useful form of assessment of clinical skills, there is a paucity of literature investigating physician associate (PA) student’s perspectives of the OSCE as a form of assessment of clinical skills. The purpose of this qualitative study is to investigate how PA students perceive the OSCE as a form of assessment of clinical skills.

Method: A pilot study was conducted prior to this current study to test the research methods in use. Data was gathered through online surveys and focus groups. Adopting the approach of interpretive hermeneutic phenomenology, data was analysed using an inductive approach to thematic analysis. First and second year postgraduate PA students from a University in the North West of England, UK, took part in this study.

Results: Students perceived the OSCE as a stressful form of assessment. They felt the need for more simulation classes and increased access to a practice environment. Students stressed the importance of feedback after the OSCE.

Conclusion: The OSCE was valued by PA students as a tool to assess clinical competencies in a simulated environment. Further studies are required to facilitate a comparative discussion and to assist further development of the OSCE process for PA education and training.