Teaching Matters
Student and staff perceptions of OSCE-based assessment in postgraduate psychology training programs
Teaching Matters 2017 Presentation Details 28 NovemberNov 2017
Title
Student and staff perceptions of OSCE-based assessment in postgraduate psychology training programs
Author(s)
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
Subtheme
Innovative Teaching for Successful Graduates
Presentation Type
Poster
Room
University Centre Foyer
Abstract
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.
References
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit.