OSCE #2
Assessment
Objectives Structured Clinical Examination
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.

Curriculum Block

Integration Foundation / Part 5
- Indicates most relevant

Activities

Large Group Session
Clinical Skills Sessions
Large Group Session
Clinical Skills Sessions
Active Large Group Session

Tags

Curriculum Block
Integration Foundation Part 5
Curriculum Week
IF
Discipline
Neurology Orthopedics Psychiatry
General MCC Objectives
Communication Skills History Physical Examination
McMaster Professional Competency
Clinical Skills
McMaster Program Competencies
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests. 1.3 Interpret laboratory data, imaging studies, and other tests required for the area of practice 1.4 Make informed decision about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 2.2 Apply biomedical scientific principles fundamental to health care for patients and populations. 2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resource allocation, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of socio-behavioural sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care concordance, care adherence and barriers to and attitudes toward care. 3.1 Solicit and respond to feedback from peers, teachers, supervisors, patients, families, and members of health care teams regarding one’s knowledge, skills, attitudes and professional behaviours 3.2 Integrate feedback, external measures of performance and reflective practices to identify strengths, deficiencies, and limits in one’s knowledge, skills, attitudes and professional behaviours 3.3 Set learning and improvement goals 3.4 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
MeSH
Clinical Competence [I02.399.630.210]