ArticleBMC nursing2024
Raters and examinees training for objective structured clinical examination: comparing the effectiveness of three instructional methodologies.
Article in BMC nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Article
- Using the OSCE to assess medical students' communication and clinical reasoning during five years of restricted clinical practice.BMC medical education · 2025Observational
- Role of emotional intelligence in shaping self-esteem among Indian nurses at Trichy, Tamilnadu.Bioinformation · 2024Article
- The Storm Within: Exploring First-Year Nursing Students' Experiences of the Objective Structured Clinical Examination.Global qualitative nursing researchArticle
- Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
backgroundUtilizing the objective structured clinical examination (OSCE) ensures objectivity when it comes to the assessment of nursing students' skills and competency. However, one challenge in OSCE integration is rater and examinee training and orientation.
aimThis study employed a quasi-experimental design to evaluate the effectiveness of different instructional methodologies in training and preparing raters and examinees for the OSCE.
methodsParticipants were divided into three group of training methodologies: online, simulation, and traditional lecture (six raters and 18 examinees were assigned to each group). A total of 18 raters and 54 examinees partook.
resultsThe study found that raters trained through simulation exhibited a slight agreement with their rates, compared to those who were trained online and in traditional lectures. Moreover, examinees who were trained through the simulation methodology performed better compared to those trained via the other methodologies.
conclusionsThe study findings indicate that using simulation by training raters and examinees in the OSCE is the most effective approach.
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Registered trials
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