ArticleBMC medical education2025
A single-group pre-post OSCE evaluation of a simulation-based clinical readiness module in pediatric dentistry.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundWe evaluated whether a five-week, simulation-based preclinical readiness module improves third-year students’ Objective Structured Clinical Examination (OSCE) performance and attitudes prior to their pediatric dentistry training. Objective Structured Clinical Examination served as the primary assessment method, providing an objective and standardized evaluation of students’ competencies. By incorporating simulated patients and structured clinical scenarios, the OSCE enabled the assessment of both technical skills and communication abilities, providing a comprehensive measure of the students’ readiness to transition to clinical training.
methodsThis investigation was conducted with third-year dental students at the Faculty of Dentistry, XXX University, utilizing a single-group pre–post design. A total of 30 students completed a five-station OSCE, one with two scored procedures, covering six outcomes. Quantitative data were collected through the administration of structured checklists as pre- and post-test scores. Data analysis was performed using both descriptive statistics (median, interquartile range) and inferential statistics with the Wilcoxon signed-rank test to compare pre- and post-test scores.
resultsA total of 30 third-year dental students completed the pre-test OSCE, and 28 completed the post-test due to two excused absences. Five OSCE stations were evaluated, each comprising specific outcome measures. Median scores improved across all five stations covering six outcomes. Statistically significant improvements were observed in five outcomes (Medical History Taking, Child–Parent Communication, Team Dynamics, Fissure Sealant Application, and Fluoride Application; all p < .001), while Oral Hygiene Education also showed a smaller but significant gain (p = .041).
conclusionsPreliminary results indicate that the module was associated with higher OSCE performance, supporting the dual educational/assessment role of OSCE in clinical transition. Incorporating OSCE into dental curricula serves both as an assessment and educational tool, fostering comprehensive clinical skills and facilitating student transition to clinical training.
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