East and Central African Journal of Surgery
Association of Surgeons of East Africa and College of Surgeons of East Central and Southern Africa
Vol. 17, No. 3, 2012, pp. 112-117
Bioline Code: js12061
Full paper language: English
Document type: Research Article
Document available free of charge
East and Central African Journal of Surgery, Vol. 17, No. 3, 2012, pp. 112-117
© Copyright 2012 - East and Central African Journal of Surgery
First Experience with OSCE as an Exit Clinical Examination for General Surgery Residency Program at the Addis Ababa University, School of Medicine|
Bekele, A.; Shiferaw, S. & Kotisso, B.
Background: The evaluation of clinical skills of surgical residents has long been viewed by surgical
educators as problematic and the Objective Structured Clinical Examination (OSCE) is said to address the
deficiencies of the traditional clinical examinations. Here, we report findings from evaluation of our first
experience with this examination at the Addis Ababa University, Department of Surgery.
Methods: This was a cross sectional survey among surgical students in University, School of Medicine,
Department of Surgery, Addis Ababa University.
The study population consisted of 10 final year residents in General surgery sitting for final exit exam in
the year 2011 and 20 academic staff at the Department of surgery.
Results: The study showed that both students and instructors found OSCE to be useful and believed that
OSCE evaluated very well the history taking and physical examination ability of residents. Students’ OSCE
results showed that they had borderline consistency (Cronbach’s α =0.67) and correlation with viva
(Pearson r = 0.65; p-value=0.04) and written test results (Pearson r = 0.58; P-value=0.08).
Conclusion: Overall, the findings indicate that OSCE can be implemented with some level of success
provided the students and staffs are adequately oriented and convinced of the justifications for an
objective assessment in clinical training. Further plans and activities need to address how OSCE can be
made a more reliable measure of students’ performance.