The Cost of Components of a Fourth Year OSCE

The value of using Objective Structured Clinical Examinations (OSCEs) to assess clinical skills is widely accepted across medicine, nursing and veterinary programmes. The OSCE is seen as an extremely valuable tool which allows students to “show how” they would act in a clinical situation with good validity and reliability. Cost-effectiveness is one of the components of the assessment utility index, which defines the usefulness of an assessment as a product of its reliability, validity, cost-effectiveness, acceptability, feasibility and educational impact (van der Vleuten 1996). OSCEs are undoubtedly expensive for institutions who utilise them, especially as “high stakes” final exams. There is a lack of other assessment tools to assess clinical skills, so institutions should be encouraged to understand the costs associated to inform resource allocation and plan realistic economies. Running an OSCE is similar to running a theatre production: significant costs are seen in the development, production, administration and post-production phases (Reznick et al. 1993). We used Reznick et al.’s (1993) four phases of the OSCE process for categorising data: development, production, administration and post-examination reporting and analysis. At the University of Glasgow School of Veterinary Medicine, multiple years have summative OSCEs, but we focused on the three-day, 15- station, summative fourth year OSCE for students on the BVMS 5-year programme. The poster will outline some of the more interesting and thought-provoking findings. Are OSCE costs modifiable without jeopardising reliability or validity? What potential cost-saving changes can we make? Reznick R, Smee S, Baumber J, Cohen R, Rothman A, Blackmore D, Berard M. 1993. Guidelines for estimating the real cost of an objective structured clinical examination. Acad Med 68(7):513-517. Van der Vleuten V. 1996. The assessment of professional competence: Developments, research and practical implications. Ad Health Sci Educ 1:41-67

CPR and ECC

This practical workshop will demonstrate the following Emergency and Critaickl Care techiques: Cardioplumonary Resuscitation. Thoracocentesis. Intermittent Positive Pressure Ventilation. Delegates will then be provided with the opportunity to practice the techniques themeselves on professional mannequins

How to Improve Your OSCEs

Glasgow Veterinary School has been successfully administering multiple formative and summative OSCEs for over 10 years. During this time, the introduction of a new curriculum and the considerable expansion of clinical skills teaching has led to an increased amount of time, staff experience, and training devoted to OSCEs. Glasgow’s Chief OSCE Examiners will be leading this workshop which is aimed at educators who are planning to introduce or expand OSCEs within their curriculum, or explore how other another institution runs their OSCEs. The workshop would provide useful advice on the following: Writing and Reviewing OSCE stations Choosing suitable OSCE stations for your institution How to choose and train assessors. Setting up and running a multiple station OSCE ILOs: By the end of the workshop, participants should be able to: Formulate an OSCE scenario Design and Run an OSCE using multiple station

How to Run a Successful OSCE with Peer Assessors

How to run a successful OSCE with peer assessors Glasgow Veterinary School administers multiple formative and summative OSCEs each year, costly in both time, and staff involvement. Clinical staff are reluctant to take time away from the hospitals to assess mock exams, so we recruit senior students to peer assess junior undergraduates during their formative OSCEs. In a recent internal study, >97% of Glasgow students highly rated the PAs’ ability to provide constructive feedback, believed they had been given helpful advice on improving future performance, and that they had been fairly assessed. Peer assessors believed that peer assessing would benefit them in their own OSCEs, because of their inside knowledge of the OSCE scenarios, and that they would feel more confident, and reported an increased understanding of the assessment process. Peer assessment of formative OSCEs has now been used successfully at Glasgow for several years. The workshop would provide useful advice on the following: How to choose your peer assessors How to train your peer assessors How to ensure peer assessment is accepted by your students How to run an OSCE entirely with peer assessors During the workshop we would plan to discuss the following questions:- Why should we use peer assessors? Who should they be? How do we train peer assessors? What do we include in the training? Is it acceptable to use peer assessors in summative exams? What are the Pros and Cons of peer assessment? What are the benefits of peer assessment for staff, students and peer assessors

CPR and ECC

This practical workshop will demonstrate the following Emergency and Critaickl Care techiques: Cardioplumonary Resuscitation. Thoracocentesis. Intermittent Positive Pressure Ventilation. Delegates will then be provided with the opportunity to practice the techniques themeselves on professional mannequins

Can an Evaluation of Students’ Stress Levels Help us Manage Anxiety During OSCEs and Other Assessment Modalities?

With an increased awareness of mental health issues, in both the student population and the veterinary profession in general, it is important that we obtain a greater understating of the stress experienced by students so as to better prepare them to deal with stress and ameliorate any negative effects it may have on performance. This study aims to characterise various measurements of stress (e.g. HRV, EEG, cortisol, self-report questionnaire) in students within the School of Veterinary Medicine in familiar test modalities, focussing on OSCE assessment. We would also investigate how performance is impacted and what potential factors may influence stress levels. Ultimately, our aim would be to evaluate intervention strategies to assess if students stress levels and performance can be improved

Lecture Capture - Investigating the Impact on Student Learning

No abstract available

Professional and Clinical Experience (PACE): a Program for Developing Professional Practice Attributes

No abstract available

Running a Successful OSCE with Peer Assessors

No abstract available

Advanced Suturing for RVNs

This practical CPD cadaver suture course is aimed at RVNs or Vet Students who already have some experience with suturing. During the practical delegates will explore the following: Choosing a suitable suture material. Making a surgical incision. Horizontal and Vertical Mattress suture patterns. How to bury the knot at the beginning of a subcutaneous suture. Intradermal suture patterns. How to perform an Aberdeen Knot