Name: Mariana Carvalho Martins Ribeiro
Type: MSc dissertation
Publication date: 31/08/2020
Advisor:
Name |
Role |
|---|---|
| Raquel Baroni de Carvalho | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| Karina Tonini dos Santos Pacheco | Internal Examiner * |
| Mirian Fioresi | External Examiner * |
| Raquel Baroni de Carvalho | Advisor * |
Summary: The Objective Structured Clinical Examination (OSCE) is an instrument for evaluating clinical skills, described by Harden in 1975 for the medical course and, since then, employed in other Health Sciences courses. In traditional clinical evaluation, the teacher analyzes the student's performance when performing the practice, but there are significant variations involved: patients are different for each student and, in a single class, oscillations can occur between teachers when examining the same procedure, making the evaluation subjective. In the OSCE, the clinical situation is standardized and students can be observed in the same context, with a checklist that gives objectivity to the exam. The objective of this research was to develop a workshop to present, discuss and obtain the perception of teachers of the course of Dentistry of two institutions, one public (UFES) and one private (FAESA), both located in the municipality of Vitória / ES, on the OSCE evaluation tool, according to
a project approved by the Committee on Ethics in Research with Human Beings of the Center for Health Sciences of UFES under CAAE registration
28119220.9.0000.5060. It is a methodological study with elaboration of workshop, held on-line for each group (UFES and FAESA), on different days, with three stages: presentation of the evaluation instrument, time for debate/doubts and completion of questionnaire. In this last stage, through the questionnaire, with 15 objective questions, filled out, making up three dimensions: the first, to know the profile of the participant teacher; the second inquired about previous knowledge and acquired after the presentation / time of debate / adulteration; and the third with an opinion about
the workshop, it was possible to collect data from the survey. A total of 38 teachers, from both institutions, participated in the presentation and the moment of debate/doubts, but only 32, 16 from each institution, concluded the workshop by answering the questionnaire, with 84.21% return. When tracing the profile of the participants we found that most of them have more than 15 years of training in undergraduate and teaching, more than half have a doctorate and most of them are female. The results show that 50.00% did not know the OSCE, 50% partially agree that the method can evaluate skills and attitudes and 46.87% totally agree with this statement. All stated that they would use the instrument as a form of evaluation in
their discipline, but 34.38% would make adjustments. Among FAESA teachers,
68.8% said there were no difficulties to carry out the OSCE, while 37.50% of UFESprofessionals considered the availability of space and human resources an obstacle. Among the teachers of the two institutions, 90.63% said that they would be able to develop a station with some competence relevant to their subject. It is concluded that the workshop was positively evaluated and the OSCE was well accepted by the research participants. It is also noted that they had a favourable perception of the evaluative instrument, since all, regardless of WHERE they taught, pointed out that they would use it in their discipline. The difficulties reported in using the OSCE are different among the participating institutions
