Using OSCEs with simulation to maximise student learning and assess competencies in psychology: A pilot study

Authors

  • Rachel Roberts University of Adelaide
  • Anna Chur-Hansen University of Adelaide
  • Helen Winefield University of Adelaide
  • Simon Patten University of Adelaide
  • Helena Ward
  • Diana Dorstyn

DOI:

https://doi.org/10.11157/fohpe.v18i2.140

Keywords:

OSCE, Objective Structured Clinical Examinations, simulation, competency, training, psychology

Abstract

Introduction: There is limited research on the use of objective structured clinical examinations (OSCEs) in psychology despite their extensive use in medicine. This pilot study extended the evidence base by assessing the impact on student learning of OSCEs focused on motivational interviewing. 

Methods: A mixed-methods approach was used with quantitative and qualitative data analysed. Data were collated from all 14 professional psychology students enrolled in a health psychology course. 

Results: Findings suggest that OSCEs are a feasible, reliable and valid method for professional psychology trainees to demonstrate competencies in complex, interventional skills. 

Conclusions: Implications for incorporating OSCEs into professional psychology training are described. Future work addressing issues including optimal approaches to provision of feedback for learning is needed.

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Published

2017-08-04

How to Cite

Roberts, R., Chur-Hansen, A., Winefield, H., Patten, S., Ward, H., & Dorstyn, D. (2017). Using OSCEs with simulation to maximise student learning and assess competencies in psychology: A pilot study. Focus on Health Professional Education: A Multi-Professional Journal, 18(2), 61–75. https://doi.org/10.11157/fohpe.v18i2.140

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