Objective structured clinical examinations (OSCEs) and other SP projects can be a major undertaking, and as with most other educational projects, collaboration within and across specialties, even across disciplines can only enrich the process. While it is necessary to have strong leaders who believe in the bene fi ts of such comprehensive assessment programs, many other individuals are needed for adequate planning, preparation, and implementation. Table 2.1 details the different roles that OSCEs typically require. Some people may be able to hold multiple roles (e.g., SP and rater) and some roles may be shared among several individuals (e.g., co-leadership). There will be a need for a “core team” (e.g., OSCE committee) that is responsible for planning and development in advance of the OSCE dates. Participating in such a team provides an opportunity to engage young, upcoming, enthusiastic faculty. Others may be involved only in the implementation phase of the OSCE (e.g., raters). Regularly scheduled meetings can help the committee become more established. After the actual OSCE, the group can work on data interpretation and dissemination.
|Original language||English (US)|
|Title of host publication||Objective Structured Clinical Examinations|
|Subtitle of host publication||10 Steps to Planning and Implementing OSCEs and Other Standardized Patient Exercises|
|Publisher||Springer New York|
|Number of pages||28|
|State||Published - Jan 1 2013|
All Science Journal Classification (ASJC) codes