TAKING OF OBJECTIVE STRUCTURED CLINICAL EXAMINATION
DOI:
https://doi.org/10.11603/me.2414-5998.2019.4.10667Keywords:
OSCE, educational process, communicative competenceAbstract
The paper deals with the taking of objective structured clinical examination (OSCE) for the students of third year of studies. There were presented the scientific and methodical views on the carrying out of OSCE in various universities and countries, where there was shown the possibility to estimate not only the theoretical knowledge of student, but also the practical ones (the functional as well as the communicative). There was performed the detailed analysis of work at two stations (the physical diagnostics of cardio-vascular system; the questioning of patient with the diseases of internal organs of the body) using different check-lists that enables to observe the theoretical and practical knowledge of students. There were given the examples of thorough analysis of communicative competences of medical students that passed OSCE. Some accents were made on the communication as the foundation of work of the future doctor, since the ability of effective communication is acquired and demands constant development, training and improvement as well as general theoretical and practical knowledge in medicine.
The cooperation at OSCE allows understanding better the teaching methodology for medical students on the initial courses and improving the teaching for the undergraduate students. While working with the students every day, it is necessary to stress not only on the theoretical and practical nuances of the medicine in general, but also on the communicative skills, on the vocabulary, on the formulation of questions and sentences, and so on. In the future, it would be appropriate to organize the additional elective courses, lectures, online trainings on communication, psychology, professional language of medical specialists in order to form the specialists of high level that can orientate in various medical and communicative situations and also to avoid the emotional burnout of medical student, and the subsequent doctor.
References
Butromeev, V.P., & Butromeev, V.V. (Comps.). (2017). Aforizmy velikikh vrachey: Gippikrat, Gelen, Avitsena, Arnold iz Villanovy, Paratsels [Aphorisms of the great doctors: Hippocrates, Galen, Avicenna, Arnold from Villanova, Paracelsus]. Moscow: Prosveshchenie [in Russian].
Vorontsov, O.O., & Babinets, L.S. (2018). Vykorystannia aforyzmiv medychnoho spriamuvannia u vykladanni zahalnoi praktyky – simeinoi medytsyny na dodyplomnomu etapi vyshchoi medychnoi osvity [Use of aphorisms of medical direction in teaching general practice – family medicine in the undergraduate stage of higher medical education]. Simeina medytsyna – Family Medicine, 1 (75), 51-54 [in Ukrainian].
Vorontsov, O.O., & Babinets, L.S. (2019). Dosvid mynuloho u formuvanni komunikatyvnykh navychok maibutnoho likaria: “Znaiuchy mynule, likar povynen peredbachaty maibutnie” [Past experience in shaping the communication skills of the future doctor: “Knowing the past, the doctor must anticipate the future”]. Simeina medytsyna – Family Medicine, 2 (82), 11-13 [in Ukrainian].
Klyhunenko, O.M., Yekhalov, V.V., Sedinkin, V.A., & Khalymonchyk, V.V. (2016). Vprovadzhennia obiektyvnoho strukturovanoho klinichnoho ispytu dlia promizhnoi atestatsii likariv interniv i roku navchannia za fakhom “Anesteziolohiia ta intensyvna terapiia” [Implementation of an objective structured clinical examination for intermediate certification of interns of the first year of study in the specialty “Anesthesiology and intensive care”]. Pivdennoukrain. Med. zhurn. – South. Ukrain. Med. Scient. Journ., 14 (14), 54-57 [in Ukrainian].
Klymov, E.A. (1996). Psikhologiya professionalla [Psychology of a Professional]. Moscow-Voronezh [in Russian].
Korylchuk, N.I., Botsiuk, N.Ye., & Tvorko, V.M. (2016). Komunikatyvnist maibutnoho likaria [Communicative skills of future doctor]. Proceedings of the Second Regional Scientific and Practical Conference: “Ukrainian Professional Language: History and Modernity” (pp.6-8) [in Ukrainian].
Oiuunhuu, B., Tserendagva, D., & Solonho, B. (2010). Formativnaya otsenka klinicheskikh navykov studentov v OSCE [Formative assessment of the clinical skills of students at the OSCE]. Sibir. Med. zhurn. – Siberian Medical Journal, 7, 12-13 [in Russian].
Pylypenko, M.M., Rybinkina, I., & Shlapak, I.P. (2014). Pershyi dosvid vprovadzennia Brytanskoho variant ekzamenu za systemoiu OSCE naprykintsi dvorichnoi internatury [The first experience of implementing the British OSCE exam at the end of a two-year internship]. Bil, znebolennia ta intensyvna terapiia – Pain, Anesthesia and Intensive Care, 3, 5-14 [in Ukrainian].
Pylypenko, M.M., Rybinkina, I., Bondar, M.V., & Shlapak, I.P. (2015). Strukturovanyi klinichnyi ispyt z anesteziolohii u Velykii Brytanii: dosvid vprovadzennia v Ukraini [Structuring clinical examination with anesthesiology in Great Britain: experience of implementation in Ukraine]. Meditsina neotlozhnykh sostoyaniy – Medicine of Emergency, 1, 178-184 [in Ukrainian].
Frank, J.R., Snell, L., & Sherbino, J., & Emanuel, R.C. (2013). Do certain personality types have a particular communication style? Intarnational Jounal of Social Science and Humanities, 2 (1).
Kilminster, S., & Roberts, T. (2004). Standard setting for OSCEs: trial of borderline approach. Adv. Health Sci. Educ. Theory Pract., 9 (3), 201-209. DOI: https://doi.org/10.1023/B:AHSE.0000038208.06099.9a
Mukerji, G. (2017). Objective Structured Clinical Examination (OSCE) Rating Scales. Communicating with patients and families about unnecessary tests and treatments. The Royal Collage of Physitians and Surgions of Canada.
