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Hodges B. OSCE! Variations on a theme by Harden. Med Educ. 2003;37(12):1134-40doi: 10.1111/j.1365-2923.2003.01717.x.
Hodges, B. (2003). OSCE! Variations on a theme by Harden. Medical education, 37(12), 1134-40. https://doi.org/10.1111/j.1365-2923.2003.01717.x
Hodges, Brian. "OSCE! Variations on a theme by Harden." Medical education vol. 37,12 (2003): 1134-40. doi: https://doi.org/10.1111/j.1365-2923.2003.01717.x
Hodges B. OSCE! Variations on a theme by Harden. Med Educ. 2003 Dec;37(12):1134-40. doi: 10.1111/j.1365-2923.2003.01717.x. PMID: 14984124.
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Med Educ. 2003 Dec;37(12):1134-40. doi: 10.1111/j.1365-2923.2003.01717.x.

OSCE! Variations on a theme by Harden.

Medical education

Brian Hodges

Affiliations

  1. Department of Psychiatry, Wilson Centre for Research in Education, University of Toronto, Toronto General Hospital, Ontario, Canada. [email protected]

PMID: 14984124 DOI: 10.1111/j.1365-2923.2003.01717.x

Abstract

BACKGROUND: In 1979, Harden described the first objective structured clinical examination (OSCE). Harden's OSCE dramatically changed the assessment of professional competence because it used actors and choreographed scenarios to evaluate the performance of professional behaviours.

ANALYSIS: Because of the intense focus on performance, OSCEs have had a powerful influence on doctor training and practice. However, the immediate psychometric characteristics of OSCEs rather than their performance effects have been the subject of most research.

CONCLUSION: The time has come to undertake a sophisticated sociological investigation of how OSCEs affect medical practice, including the ways in which they shape doctor interaction with patients, families and other health professionals.

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