Teaching Matters 2017 | Presentation Details | 28 NovemberNov 2017
Student and staff perceptions of OSCE-based assessment in postgraduate psychology training programs
Mandy Matthewson, School of Medicine & Psychology
Kimberley Norris, School of Medicine & Psychology
Leesa van Neikerk, School of Medicine & Psychology
Raimondo Bruno, School of Medicine & Psychology
Jenn Scott, School of Medicine & Psychology
Andrea Carr, University College
Innovative Teaching for Successful Graduates
University Centre Foyer
The Psychology Postgraduate Program Teaching Team piloted the first objective structured clinical examination in Psychology (OSCE-P). The OSCE (Objective Structured Clinical Examination) is a common assessment practice in medicine, however, this approach to assessment is relatively new in Psychology. This study examined students’ and staff perceptions of the OSCE-P. A focus group of Masters of Clinical Psychology students was conducted after the OSCE-P to explore students’ view of the OSCE-P. Five themes emerged from the focus group: (1) the OSCE-P had strong face validity; (2) the OSCE-P encouraged further skills practice; (3) the rooms used for the OSCE-P were inadequate; (4) the students felt they were given insufficient information about the process prior to the OSCE-P; and (5) the OSCE-P triggered much anxiety. The postgraduate teaching team formed a peer learning circle and regularly met to reflect on the process of implementing the OSCE-P. A summary of these reflections is provided using Gibb’s (1988) self-reflective cycle. In summary, staff considered the OSCE-P a positive, engaging assessment method that assists in decisions regarding students’ safety to practice.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit.