Enhancing clinical competence assessment in graduate medical education: determining domains for OSCE-style examinations by the Emirati Board

Résumé fourni par la source

Background This research article focuses on developing and implementing a standardized framework for assessing clinical competence in the Emirati Board final clinical examination (the comprehensive clinical examination CCE). Traditionally, OSCE assessments relied on checklist ratings by physician examiners. However, recent studies advocate for domain-based OSCE ratings as they provide a more comprehensive evaluation of competence. This study aimed to create internationally accepted domains to enhance feedback to examinees and establish a universal guideline adaptable to Graduate Medical Education. Summary of Work The study compared domains used in high-stakes Postgraduate Medical Education exams by twelve selected medical boards, including reputable institutions like the Royal College of Canada, the Royal Colleges of the United Kingdom, and the Saudi Commission. Summary of Results Five common domains emerged: data gathering/history taking, physical examination/practical skills, data interpretation, clinical reasoning/analytical skills (Differential Diagnosis & Provisional Diagnosis), and decision making/management, along with communication and professionalism. Although minor variations existed, there was consensus on their importance for comprehensive assessment. Discussion and Conclusion Most institutions had recently updated their domains, emphasizing flexibility for specialty-specific assessments. These domains are intended to form the blueprint for Clinical Competency Examination (CCE) assessments, offering standardized guidelines with room for specialty-specific customization. Implementing these standardized domains in OSCE-style assessments is expected to serve multiple purposes, such as providing a foundation for exam blueprints, helping programs cover essential competencies, offering insights for educators, and providing valuable feedback to students for competency improvement. Take Home Message This study represents a significant step toward more structured and unified clinical examination domains across diverse medical specialties, enhancing the quality and relevance of medical education and assessment.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.