Electronic Journal of General Medicine

2022, 19(6), em416

e-ISSN: 2516-3507
https://www.ejgm.co.uk/ Original Article OPEN ACCESS

Health science students’ perceptions about Objective Structured

Clinical Examination (OSCE) as a method of clinical evaluation
Amal Alaskar 1* , Arun Vijay Subbarayalu 2 , Eshtiaq Alfaraj 3 , Ola Ibrahim Ramzi 4 , Njoud Saleh Alameri 5 ,
Ameen Alhababi 6 , Minimole Vijayan 7

1
Nursing Professional Development and Saudization Program, Nursing Administration, King Fahad Military Medical Complex, Dhahran, SAUDI ARABIA
2
Quality Assurance Department, Deanship of Quality and Academic Accreditation, Imam Abdulrahman Bin Faisal University, Dammam, P. O. Box 1982, SAUDI ARABIA
3
Nursing Education Department, College of Nursing, Imam Abdulrahman Bin Faisal University, P. O. Box 1982, Dammam, SAUDI ARABIA
4
Accreditation Department, Deanship of Quality and Academic Accreditation, College of Public Health, Imam Abdulrahman Bin Faisal University, P. O. Box 1982,
Dammam, SAUDI ARABIA
5
Independent Researcher, Dhahran, SAUDI ARABIA
6
Environmental and Public Health and Research Activity / Preventive Medicine Department, King Fahd Military Medical Complex, Dahran 31932, SAUDI ARABIA
7
Nursing Department, Prince Sultan Military College of Health Sciences, Dhahran, SAUDI ARABIA
*Corresponding Author: aalaskar@live.com

Citation: Alaskar A, Subbarayalu AV, Alfaraj E, Ibrahim Ramzi O, Saleh Alameri N, Alhababi A, Vijayan M. Health science students’ perceptions
about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation. Electron J Gen Med. 2022;19(6):em416.
https://doi.org/10.29333/ejgm/12466

ARTICLE INFO ABSTRACT

Received: 18 Apr. 2022 Background: For decades, practical clinical examinations have been valid and reliable methods to evaluate health
Accepted: 28 Aug. 2022 sciences undergraduate students’ clinical performance and competencies for a wide range of skills. Objective
structured clinical examination (OSCE) is a widely used practical clinical examination. This study aims to assess
health sciences students’ perceptions about OSCE as an evaluation method of clinical skills acquisition.
Methods: A descriptive cross-sectional design was used, and 157 students of five health science programs, who
undergo real-time OSCE at Prince Sultan Military College of Health Sciences (PSMCHS), Dhahran, were invited to
participate in this study. Data were collected through a structured questionnaire and analyzed quantitatively.
Results: The findings revealed that 57.8% of the participants perceived OSCE positively due to its unique features
related to structure, logical sequence, standardized score tools, and coverage of a broad spectrum of critical
clinical skills. On the contrary, 62.3% (n=96) of participants believed OSCE was stressful, and 58.4% (n=90) thought
it was threatening because of inadequate preparation.
Conclusion: Health sciences students perceived OSCE as an effective evaluation method for clinical skills.
However, OSCEs generate feelings of uncertainty and aggravate a high-stress level. This stress requires the
educators at the academic and clinical settings to conduct dry run simulated scenarios beforehand to orient and
guide students to manage and confound their stress and anxiety during real-life OSCE experiences.

Keywords: objective structured clinical examination, perception, health science students, clinical evaluation

instructors to offer rapid feedback to students about identified

INTRODUCTION clinical deficits and skills that are being mastered [4]. The
distinctive benefits of OSCE made it one of the highly proposed
Objective structured clinical examination (OSCE) is widely methods for clinical skills evaluation [5]. It was often reported
used for clinical skills and competency evaluation. It is a as an exciting teaching method that encourages students
recognized type of examination often used in health sciences. toward active learning. It develops logical and critical thinking
It is a practical, real-world approach to learning and skills rather than promoting passive learning. It ensures a safe,
assessment which is conducted in a well-structured and controlled environment without compromising patients’
objective way to assess clinical skill performance and safety. Students who undergo OSCE learn empirically and,
competence in a range of skills. The content and scoring therefore, develop self-confidence in addition to the value-
procedure of OSCE are standardized. Each OSCE station added knowledge they accumulate.
focuses on particular clinical competencies. A standardized Moreover, OSCE as an assessment approach is designed to
scoring tool or checklist usually describes what an examinee learn what drives the decision-making processes and how to
does or does not do well [1]. Healthcare professionals’ clinical overcome challenges through advancing clinical skills,
skills are commonly assessed through OSCE because it has communication skills, medical/surgical procedures, and
been a versatile and reproducible evaluation tool since its prescription [6]. However, the hindrance to using this method
introduction as a method of student assessment in the 1970s is the cost of securing resources and maintaining them, plus
[2, 3]. OSCE is a quick and efficient evaluation method, allowing the time consumed in preparation [5]. OSCE stations require

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2/8 Alaskar et al. / ELECTRON J GEN MED, 2022;19(6):em416

sets of preparations. It includes the organization of a minimum study aimed to assess the attitude among 150 undergraduate
of seven to ten stations that require specific tools and nursing students towards OSCE revealed that 118 (85.51%)
equipment, using simulated patient or medium-to-high fidelity nursing students had a favorable attitude, and 19 (13.77%) had
simulators. The researchers in [6] described that the students a moderately favorable attitude toward OSCE [17].
require about three to four hours to complete these stations OSCE as testing competencies of a series of clinical stations
and achieve reliability of 0.85 to 0.90. It involves the with equal duration was described [12]. Certain stations
coordination of participants’ timing and test duration, which employ human-crewed, while some are uncrewed stations.
may range between 7-12 minutes. OSCE is founded on one Students’ performance in each station is rated through
student-to-one or two impartial examiners and makes them procedural checklists. The researchers in [18] indicated that
dismiss students who decide in an unsystematic way. students in Saudi Arabia were commonly perceived OSCE as a
Besides, the significance and characteristics of OSCE fair clinical assessment method. Several studies reported this
produce an unpleasant atmosphere that many participants perception [2, 18-22]. Other studies confirmed OSCE’s
find stressful and dreadful. The researchers in [6] reported that reliability [2, 18-22], validity [2, 12, 13, 16, 23, 24], acceptances
students commonly criticize OSCEs that it makes them feel [24], and accuracy in measuring clinical skills [23, 25-27],
inhabited by the OSCEs environment. The anxiety aggravated because of the unbiased model for evaluating psychomotor
by OSCE is the greatest compared to other types of assessment skills [2, 19, 28]. Furthermore, OSCE provides standardized
[5]. Ultimately, students are demanded to prepare for OSCE scoring [18, 25, 29]and tests a broad spectrum of clinical skills
more than the other examinations [5]. Therefore, students’ [2, 12, 13, 18, 22, 27]. Therefore, utilization of OSCE improves
perceptions are vital when preparing them to undergo the communication skills [2, 19, 30-32]. The study [32] advocated
OSCE examination to enhance their readiness to display using OSCE as a learning outcome assessment tool when
cognitive, affective, and psychomotor skills promptly and evaluating practical skills. While the study [15] suggested that
precisely, to lessen their fear and anxiety provoked by OSCE. educators incorporate OSCE as a formative assessment
Assessing the skills related to the three domains of learning method since it provides feedback about students’
through a comprehensive method of OSCE made it frequently performance for better learning.
utilized to evaluate preclinical and clinical skills efficiently [7]. Although the OSCE is a reliable, valid, and objective tool, it
Nevertheless, the literature illustrates healthcare requires an enormous effort from students and staff [20], and it
professionals’ debate over the effectiveness of OSCE and how may produce a stressful experience [16, 18-20, 33-35].
it promotes clinical competence [7, 8]. The researcher in [9] Nevertheless, it was identified that stress during OSCE can be
indicated that about half of the participants had negative adequately managed through application and practice [20].
perceptions of nursing education practical examination, while Thus, OSCE is becoming more popular to evaluate clinical and
the other half was opinionated about adjusting the soft skills in most healthcare disciplines and settings [14]. A
examination standards. Still, OSCE is among other practical cross-sectional study [36] was conducted at King Abdulaziz
methods used in nursing that blend theory with practice to University to identify medical students and interns perceptions
narrow the academic and clinical gap [3]. Moreover, it is one of about factors affecting their exam performance. The majority
the standard assessment methods within higher education to (83.5%) of the students perceived that formative assessment
equip for the advanced nurse practitioner position [10]. In and receiving feedback enhance their performance associated
conformance to this finding, a recent study also highlighted with OSPE and OSCE. Most students reported that OSCE is the
that clinical scenario-based education and reflective thinking most common assessment that can cause exam anxiety. Such
effectively enhanced nurses’ knowledge and attitude [11]. findings related to the students’ perception were also reported
Especially in Saudi Arabia, the official governing office by the previous studies [35, 37-39]. In addition, most of the
named the Saudi Commission for Health Specialties (SCFHS) is students believed that the personality of the examiners, the
responsible for postgraduate education and assessment presence of many examiners in one station, and their gender
standards of specialist training, registration, and licensure for could impact their performance in OSCE because it involves a
all healthcare professionals [12]. SCFHS OSCE manual of 2014 potential source of bias [40]. Also, students confirmed that
indicated that OSCEs became an assessment method to technical problems could influence the performance of their
examine the healthcare professionals’ competencies [12]. OSPE and OSCE. The study concluded that motivation from
Therefore, medical educators explain why OSCE has been used instructors before OSCE enhances students’ performance.
as a mode of assessment [13] in many Health Sciences However, the reserarcher in [34] suggested conducting further
institutions since 1979 [14]. Furthermore, it was indicated that studies to make sure students accept OSCE as a method of
the SCFHS began implementing OSCE in Internal Medicine clinical skills assessment.
Practical Examination during 2007-2008 [15]. Later, OSCE was Like other universities, Prince Sultan Military College of
introduced as an internal medicine physician examination Health Sciences (PSMCHS), Dhahran, Saudi Arabia, is using
assessment method in 2011. Further, it was mentioned that OSCE to assess and evaluate students’ clinical skills and then
Internal Medicine Department at the Imam Abdulrahman bin gauge the clinical skills gap among students. PSMCHS is a
Faisal University has been using this assessment method since higher educational institute situated in Dhahran of Saudi
2013 to evaluate the competency of medical students [16]. In Arabia that offers health sciences undergraduate programs for
the same context, it was conducted a retrospective study at nursing, clinical laboratory sciences, anaesthesia, emergency
RKDF College of Nursing, Bhopal to assess undergraduate medicine, respiratory care, dental and oral health, health
students’ perceptions toward OSCE [6]. It is found that two- information management, and biomedical technology. It has
thirds of students perceived OSCE as a tool that provides an 117 faculty members to teach a total of 1,210 students. OSCE
accurate measure of clinical skill without being affected by was introduced in PSMCHS for the first time during the
students’ personalities and social relations and simultaneously academic year 2018-2019. As an attempt to add to the existing
provides opportunities to learn in a virtual setting. A recent literature and cover the perceptions of health science students,
 Alaskar et al. / ELECTRON J GEN MED, 2022;19(6):em416 3/8

this study aimed to assess the perceptions of health sciences Table 1. Demographic characteristics of respondents (n=154)
students about OSCE as an evaluation method of clinical skills. Categories Frequeny (%)
In addition, to identify the strength of OSCE as an efficient Male 57 (37.0)
Gender
evaluation method that would enhance future Female 97 (63.0)
implementations in the health care institutions and suggest From 19 to 22 years 88 (57.1)
strategies to alleviate or lessen students’ stress and anxiety [7]. Age group From 23 to 26 years 56 (36.4)
26 years and above 10 (6.5)
Second 40 (26.0)
METHODS Study year Third 48 (31.2)
Fourth 66 (42.9)
Study Design
validity of the quantitative variables of the questionnaire was
A descriptive cross-sectional design was used to assess the examined by three specialized juries who suggested some
perceptions of health sciences students about OSCE as an minor modifications that were incorporated into it.
evaluation method of clinical skills.
Statistical Analysis
Participants
The data were statistically analyzed using SPSS 25.0 with a
Participants were students in the second, third, and fourth p-value <0.05 considered statistically significant. Descriptive
years of their undergraduate programs of nursing, respiratory statistics were applied to describe the characteristics of the
care, emergency medical technology, anaesthesia, and clinical respondents and results were presented in numbers,
laboratory science and dental hygiene at Prince Sultan Military percentages, and mean values±SD [41]. Moreover, an
College of Health Sciences (PSMCHS). Those were aged independent ‘t-test’ was used to study whether there is any
between 18 and 26 years and undertook OSCE during the data significant difference between gender concerning the health
collection period or experienced OSCE beforehand. The sciences students’ perceptions about OSCE. Finally, a
sample size was calculated based on the determination univariate ANOVA technique was utilized to reveal any
formula for proportion (N=Z2pq/d2), where q=1-p; p=assumed significant difference among the health Sciences students’
proportion for the study; d=95% confidence interval is desired perceptions about OCSE concerning their age and academic
with d=0.05. If p=0.10 (based on previous studies) so q=0.90; year of study.
z=1.96. Therefore, the minimum sample size required was
calculated as 138±30. Specifically, the first-year students were
excluded from sampling as they did not undertake OSCE. RESULTS
Subsequently, 157 students were invited to participate in this
study, using a structured self-administered questionnaire.
The demographic characteristics of the respondents are
Among them, 154 completed the questionnaires were
described in Table 1. The respondents (n=154) were
returned, demonstrating a response rate of 98% (57 were
categorized based on their age, gender, and academic year of
males, and 97 were females). Besides, the Institutional Review
study. Among those respondents, most of them (63%) were
Board (IRB) of PSMCHS had ethically approved this study (IRB
female. Half of them (57.1%) were aged 19-22 years, and
Number IRB-2019-NUR-SGP-030).
notably, 6.5% were aged 26 years and above. About 42.9% were
Data Collection Tool in the fourth year of their academic study.

This study used a structured questionnaire developed by Health Science Students’ Perceptions of OSCE
[27], and it has two parts. Part I includes demographic variables
About half of the students perceived OSCE positively (Table
such as age, gender, and educational status (year of study).
2). Notably, 57.8% (89) of students perceived OSCE as a fair
Part II consists of 23 item statements that are divided into four
method for evaluation, and 59.1% (91) believed it covered a
sections. Section-I includes eleven statements that assess
wide knowledge area.
students’ general opinions regarding OSCE. Section-II contains
three statements that capture participants’ satisfaction with Furthermore, 57.8% (89) of them perceived OSCE as a well-
how the OSCE was carried out. Section-III includes four structured and sequenced type of assessment, whereas 60.4%
statements that investigate how participants perceived the (93) regarded it as a logical sequence of stations. Similarly,
outcome of OSCE, and lastly, section-IV consists of five 62.3% (96) of students felt OSCE covered a broad spectrum of
statements that assess whether participants are satisfied with critical areas, and 61% (94) thought OSCE was practical and
the preparation of OSCE. The participants’ responses valuable in assessing their skills. Almost two-thirds of
concerning the feedback/opinions about OSCE, perceptions of participants, 64.9% (100), valued OSCE for assessing the level
satisfaction with OSCE, and the outcome of OSCE were of clinical skills based on a standardized score, while 48.7% (75)
captured using a five-point Likert scale (i.e., strongly disagree- considered it as an accurate measure of their clinical skills
1, disagree-2, true sometimes-3, agree-4, strongly agree-5). The learned.
student’s preparation for OSCE was captured through four- Nevertheless, 26% (40) of students declared that a revision
point scale response options (i.e., poor, good, very good, and was provided to them before OSCE, and 30.5% (47) of students
excellent). Unlike the original scale, the questions comparing expressed that they had a general idea of OSCE before the
the OSCE/OSPE examination with the other assessment actual examination. Regardless, 32.6% (51) of students felt that
methods were not included in this study’s questionnaire as it their teachers responded to their questions and were obliged
was not among the study objectives. The internal consistency to satisfy their inquiries. On the contrary, 62.3% (96) of students
of the questionnaire was evaluated using Cronbach’s alpha thought OSCE was stressful, and 58.4% (90) thought it was
reliability test and found to be 0.612. Moreover, the content threatening.
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Table 2. Health science students’ perceptions towards OSCE [Frequency (%)]

Opinion about OSCE SA A NAND D SD
OSCE examination conducted was fair 31 (20.1) 58 (37.7) 28 (18.2) 26 (16.9) 11 (7.1)
Wide knowledge area covered 26 (16.9) 65 (42.2) 35 (22.7) 22 (14.3) 6 (3.9)
Needed more time at the station 70 (45.5) 29 (18.8) 19 (12.3) 23 (14.9) 13 (8.4)
The examination was very stressful 43 (27.9) 53 (34.4) 30 (19.5) 18 (11.7) 10 (6.5)
OSCE is less stressful than other exams 34 (22.1) 43 (27.9) 29 (18.8) 35 (22.7) 13 (8.4)
The examination was well structured and sequenced 34 (22.1) 55 (35.7) 36 (23.4) 21 (13.6) 8 (5.2)
OSCE allows students to compensate in some areas 33 (21.4) 57 (37) 34 (22.1) 18 (11.7) 12 (7.8)
OSCE highlights areas of weakness 26 (16.9) 46 (29.9) 40 (26) 26 (16.9) 16 (10.4)
The examination was threatening 39 (25.3) 51 (33.1) 32 (20.8) 21 (13.6) 11 (7.1)
A wide range of critical areas covered 35 (22.7) 61 (39.6) 28 (18.2) 21 (13.6) 9 (5.8)
Students aware of the level of information required 37 (24) 47 (30.5) 33 (21.4) 24 (15.6) 13 (8.4)
Satisfaction with OSCE
Procedures asked to perform at the station fair 34 (22.1) 54 (35.1) 30 (19.5) 19 (12.3) 17 (11)
The sequence of station logical 30 (19.5) 63 (40.9) 31 (20.1) 19 (12.3) 11 (7.1)
The examination provided the opportunity to learn 34 (22.1) 59 (38.3) 25 (16.2) 21 (13.6) 15 (9.7)
Outcome of OSCE
Personality, gender, & social relations of instructor will not affect outcome of results 36 (23.4) 49 (31.8) 33 (21.4) 20 (13) 16 (10.4)
OSCE practical and useful experience 33 (21.4) 61 (39.6) 28 (18.2) 19 (12.3) 13(8.4)
OSCE scores standardized 31 (20.1) 69 (44.8) 34 (22.1) 16 (10.4) 4 (2.6)
OSCE is a true measure of clinical skills 36 (23.4) 39 (25.3) 28 (18.2) 23 (14.9) 28 (18.2)
Preparation for OSCE Poor Good Very good Excellent
Revision about different types of clinical procedures had to be made before examination 31 (20.1) 83 (53.9) 20 (13) 20 (13)
The general idea of OSCE given beforehand 33 (21.4) 74 (48.1) 29 (18.8) 18 (11.7)
Quality of lab/mannequin 48 (31.2) 67 (43.5) 27 (17.5) 12 (7.8)
Availability of all equipment and simulation 50 (32.5) 63 (40.9) 22 (14.3) 19 (12.3)
Cooperation of staff to answer your queries 33 (21.4) 70 (45.5) 28 (18.2) 23 (14.9)
Note. SA: Strongly agree; A: Agree; NAND: Neither agree nor disagree; D: Disagree; & SD: Strongly disagree

Table 3. Health science students’ perceptions of OSCE according to their gender

Male Female
OSCE domains Mean difference t-value p-value
Mean±SD
General opinion about OSCE 39.81±7.264 38.09±7.083 1.714 1.437 0.879
Satisfaction with OSCE 11.02±2.192 10.15±2.766 0.863 2.012 0.009*
Outcome of OSCE 14.05±3.399 13.78±3.342 0.269 0.479 0.616
Preparation for OSCE 11.19±2.949 10.69±3.641 0.502 0.885 0.474
Note. *Significant at 0.05 level

Consequently, 71.4% (110) of the participants indicated DISCUSSION

that OSCE elevated their stress levels due to inadequate
preparation. At the same time, 28.6% (44) perceived OSCE
This study aimed to assess the perceptions of health
preparation was adequate. Likewise, 57.8 % of students
sciences students about OSCE as an evaluation method of
recognized OSCE as an efficient clinical evaluation method.
clinical skills in a multidisciplinary educational institution in
Variation in Health Science Students’ Perceptions of OSCE Saudi Arabia. From the findings, it is observed that more than
Concerning Their Demographic Characteristics half of the participants (57.8-60%) had positive perceptions
about OSCE as those believed OSCE is a fair method for
The analysis included the difference in the participants’ evaluation, covered a wide knowledge area, a well-structured
perceptions of OSCE concerning their gender using the and systematic type of assessment that has a logical sequence
independent t-test (Table 3). A significant gender difference for procedural steps of each station. Furthermore, 62.3% of the
was only observed in the participants’ perceptions of participants believed that OSCE as an evaluation method
satisfaction with OSCE (p<0.05). However, the participants did covered a broad spectrum of critical areas. These findings are
not differ in their perceptions toward the remaining OSCE in line with the outcomes of previous studies, which showed
domains. Moreover, the variation in participants’ perceptions that more than two-thirds of their participants perceived OSCE
of OSCE concerning their age group and academic year was as a fair testing tool for knowledge, covered various clinical
examined using ANOVA. Table 4 demonstrates no significant skills, and substantiated that OSCE meditates what students
difference in the participants’ perceptions of their general learn in their courses [6, 17, 42, 43]. Thus, these studies’
opinion about OSCE, satisfaction, outcome, and preparation of participants developed positive attributes [6, 44] and favorable
OSCE according to their age groups as (p>0.05). In contrast, attitudes toward OSCE, i.e., the mean attitude score of
participants were found significantly varied in their general participants toward OSCE was 85.71 with a standard deviation
opinion with OSCE when compared based on their academic of 8.50 [16].
year as (p<0.05). But those failed to show the variation in their
Respondents in this current study considered OSCE a
perception toward the remaining OSCE domains (Table 5).
valuable method and a practical appraisal due to the
systematic, structured examination of each station which
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Table 4. ANOVA showing the difference among health science students’ perceptions about OCSE according to their age group
OSCE domains Age group Mean±SD F-value p-value
19-22 37.57±6.575
General opinion about OSCE 23-26 40.66±7.257 3.317 0.058*
26 and above 38.10±9.927
19-22 10.08±2.543
Satisfaction with OSCE 23-26 11.18±2.413 3.347 0.068
26 and above 10.00±3.399
19-22 13.44±3.001
Outcome of OSCE 23-26 14.59±3.682 2.027 0.135
26 and above 13.80±4.050
19-22 10.64±3.329
Preparation for OSCE 23-26 10.86±3.349 2.402 0.094
26 and above 13.10±3.843
Note. *Significant at 0.05 level

Table 5. ANOVA showing the difference among health science students’ perceptions about OCSE according to their academic year
OSCE domains Year of Study Mean±SD F-value p-value
Second year 40.50±8.224
General opinion about OSCE Third year 36.42±5.753 4.105 0.018*
Fourth year 39.33±7.100
Second year 10.73±2.864
Satisfaction with OSCE Third year 10.21±2.221 0.444 0.643
Fourth year 10.52±2.696
Second year 14.23±3.468
Outcome of OSCE Third year 13.48±2.729 0.574 0.564
Fourth year 13.97±3.700
Second year 11.38±4.307
Preparation for OSCE Third year 11.48±2.535 2.813 0.063
Fourth year 10.14±3.234
Note. *Significant at 0.05 level

provoked a spontaneous and sequenced assessment that alleviate students’ anxiety and stress levels with the test and
helped unfold a wide range of critical practical skills. Also, the enhance their results. It was proposed enhancing the OSCE
standardization of the scoring system help devise an accurate procedure by expanding the pre-examination training and
measuring tool of clinical skills. This study results are introducing a mixed learning approach to maximize
consistent with those from other research [7, 8, 16, 28], in which responsiveness to activities of OSCE [48]. It was urged the
participants perceived OSCE as an essential instrument for academic faculty to take preparation measures thoughtfully to
assessing skills and knowledge. It was pointed out students’ lessen students’ stress during OSCE or remove it [20].
high acceptance of the OSCE to evaluate clinical skills [7]. Furthermore, the researchers in [31] proclaimed that
Furthermore, the current study agrees with the previous conducting appropriate orientation and clinical skills practice
researchers [8, 16, 28] in their declaration that OSCE is an before OSCE reduces stress during the real-life examination. In
unbiased and standardized method for evaluation when addition, the use of rehearsal sessions of skill lab and manikins
compared to traditional clinical practical examination. practice would improve the quality of clinical skills
Likewise, it was implied that most participants hold positive competencies. Simultaneously, a continuous review of
feedback about OSCE because they take OSCE as an equitable scenarios for each OSCE station should occur before actual
tool for measuring practical skills, covering most of the course clinical skills evaluation. As a result, the more OSCE assessment
[45]. audit carried out, the more advanced the evaluation method of
On the contrary, this study’s findings illustrated that nearly OSCE in an institution [31, 42]. Hence, many educators consider
two-thirds of students experienced stress provoked by OSCE; OSCE as an effective evaluation method for practical clinical
they felt threatened. Accordingly, 71.4% (n=110) of the skills because of the significant benefits of OSCE over the
participants implied elevated stress levels due to inadequate disadvantages that it causes [31, 49, 50, 51].
preparation or orientation during their formative evaluation. Nevertheless, the current study results are opposed to the
The findings of this study support the OSCE stress-related issue findings of previous researchers who suggested disassociation
suggested by [46], which inferred that they favored other forms between students’ perceptions of OSCE and their gender and
of tests over the OSCE framework due to the stress the year of academic study. Therefore, further investigations
encountered. Given the minimal familiarity of participants with related to OSCE, gender, age, and year of study are
the OSCE design, this outcome was reasonably anticipated. It recommended [8, 43].
disseminated relevant results, addressing the critical factors
for participants’ stress related to knowledge deficit, lack of
readiness, and unawareness of the examination layout [47]. CONCLUSION
Therefore, incorporating the OSCE as an appraisal
approach and evaluation method for practical clinical skills is This study brings out the perceptions of health sciences
highly advised to consider early planning for clinical courses to students about OSCE as a practical clinical skills evaluation
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https://doi.org/10.29333/ejgm/7903
Author contributions: AA: proposed the conceptual design of the
study questionnaire and prepared the original draft; AVS, EA, & OIR: 12. Ware J, ElMardi A, Abdulghani H, Siddiqui I. Objective
collected relevant literature and edited the manuscript draft; NSA & structured clinical examination (OSCE manual 2014). Saudi
AE: contributed to the acquisition of data; & MV: carried out the Commission for Health Specialties, Riyadh; 2014.
analysis and interpretation of data. All authors have agreed with the https://www.scfhs.org.sa/en/Media/OtherPublications/Do
results and conclusions.
cuments/OSCE%20MANUAL.pdf (Accessed 25 February
Funding: No funding source is reported for this study.
2022).
Ethical statement: The study was approved by the Institutional
13. Graham R, Bitzer Z. Anderson R. Reliability, and predictive
Review Board of the Prince Sultan Military College of Health Science on
March 29, 2019 (IRB number: IRB-2019-NUR-035). validity of a comprehensive preclinical OSCE in dental
Acknowledgements: The authors would like to thank to Brig. Gen./Dr. education. J Dent Educ. 2013;77(2):161-7. https://doi.org/
Eidan Musa Al Zahrani, College Director, the IRB (Institution Review 10.1002/j.0022-0337.2013.77.2.tb05458.x PMid:23382525
Board) of Prince Sultan Military College of Health Sciences (PSMCHS), 14. Teresa AO, Margret MO, Olayinka AO. OSCE/OSPE: A tool for
Dhahran, for granting permission to conduct this study. The authors objectivity in general nursing examination in Nigeria state.
would like to thank to Dr. Magda Ismail Yusuf, Head of Nursing
Nigeria J Res Nur Midwifery. 2015;4(3):47-52.
Department, for her support. The authors would like to thank to Mr.
Zechariah Jebakumar for his advice on data analysis. Lastly, the 15. Alaidarous S, Mohamed TA, Masuadi E, Wali S, AlMalki A.
authors would like to thank to all health sciences’ students of PSMCHS Saudi internal medicine residents’ perceptions of the
who participated in the study by filling out the questionnaire. objective structured clinical examination as a formative
Declaration of interest: No conflict of interest is declared by authors. assessment tool. Health Prof Educ. 2016;2(2):121-9.
Data sharing statement: Data supporting the findings and https://doi.org/10.1016/j.hpe.2016.04.001
conclusions are available upon request from the corresponding author. 16. Alsaid AH, Al-Sheikh M. Student, and faculty perception of
objective structured clinical examination: A teaching
hospital experience. Saudi J Med Med Sci. 2017;5(1):49-55.
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