The Objective Structured Clinical Exam (OSCE): A qualitative study exploring the healthcare student’s experience

FIDMENT, Susan (2012). The Objective Structured Clinical Exam (OSCE): A qualitative study exploring the healthcare student’s experience. Student Engagement and Experience Journal, 1 (1), 1-18.

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    Official URL: http://dx.doi.org/10.7190/seej.v1i1.37
    Link to published version:: 10.7190/seej.v1i1.37

    Abstract

    The paper relates to delivering vocational higher education to prospective building surveyors. Preparing students for the workplace requires inclusion of academic knowledge, workplace skills and practical vocational experience. This is reinforced by feedback from the four stakeholders to surveying education, learner, employer, education provider and professional institution. Successful delivery of learning to distinct vocational groups requires specific pedagogy. The paper analyses a realistic industrial simulation delivered to teach knowledge and skills to undergraduate building surveying students. Initial pedagogy was proposed by CEEBL, Centre for Excellence in Enquiry Based Learning. Work based skills requirements were taken from published work including leading building surveying academics and practitioners like Professor Mike Hoxley and Professor Malcolm Hollis. Data analysis is used to evolve future simulations. These become better suited to delivering appropriate learning, valid assessment and usable vocational skills, against academic, student focused and industrial criteria. An action research approach is utilised by the author to develop specialist pedagogy through analysis of outcome data and stakeholder feedback. Action research is undertaken through an approach using trial, evaluation and development. The paper concludes, simulation can be a valid tool for delivering teaching, learning, assessment and vocational skills training to surveying students and justifies further research.

    Item Type: Article
    Identification Number: 10.7190/seej.v1i1.37
    Depositing User: Helen Garner
    Date Deposited: 29 May 2012 14:45
    Last Modified: 29 May 2012 14:45
    URI: http://shura.shu.ac.uk/id/eprint/5253

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