Agarwal Anurag, Batra Bipin, Sood Ak, Ramakantan Ravi, Bhargava Satish K, Chidambaranathan N, Indrajit Ik
National Board of Examinations, NAMS Building Ansari Nagar, New Delhi 110 029, India.
Indian J Radiol Imaging. 2010 May;20(2):83-8. doi: 10.4103/0971-3026.63040.
There is a growing need for introducing objective structured clinical examination (OSCE) as a part of radiology practical examinations in India. OSCE is an established, reliable, and effective multistation test for the assessment of practical professional skills in an objective and a transparent manner. In India, it has been successfully initiated and implemented in specialties like pediatrics, ophthalmology, and otolaryngology. Each OSCE station needs to have a pre-agreed "key-list" that contains a list of objective steps prepared for uniformly assessing the tasks given to students. Broadly, OSCE stations are classified as "manned" or "unmanned" stations. These stations may include procedure or pictorial or theory stations with clinical oriented contents. This article is one of a series of measures to initiate OSCE in radiology; it analyzes the attributes of OSCE stations and outlines the steps for implementing OSCE. Furthermore, important issues like the advantages of OSCE, its limitations, a strengths, weaknesses, opportunities, and threats (SWOT) analysis, and the timing of introduction of OSCE in radiology are also covered. The OSCE format in radiology and its stations needs to be validated, certified, and finalized before its use in examinations. This will need active participation and contribution from the academic radiology fraternity and inputs from faculty members of leading teaching institutions. Many workshops/meetings need to be conducted. Indeed, these collaborative measures will effectively sensitize universities, examiners, organizers, faculty, and students across India to OSCE and help successfully usher in this new format in radiology practical examinations.
在印度，将客观结构化临床考试（OSCE）作为放射学实践考试的一部分的需求日益增长。OSCE是一种既定的、可靠且有效的多站式考试，用于以客观和透明的方式评估实践专业技能。在印度，它已在儿科学、眼科学和耳鼻喉科学等专业中成功启动并实施。每个OSCE站点都需要有一个预先商定的“关键列表”，其中包含为统一评估分配给学生的任务而准备的客观步骤列表。大致而言，OSCE站点分为“有人值守”或“无人值守”站点。这些站点可能包括具有临床导向内容的操作、图像或理论站点。本文是在放射学中启动OSCE的一系列措施之一；它分析了OSCE站点的属性，并概述了实施OSCE的步骤。此外，还涵盖了诸如OSCE的优势、局限性、优势、劣势、机会和威胁（SWOT）分析以及在放射学中引入OSCE的时机等重要问题。放射学中的OSCE形式及其站点在用于考试之前需要进行验证、认证和最终确定。这将需要放射学学术团体的积极参与和贡献以及领先教学机构教师的投入。需要举办许多研讨会/会议。确实，这些合作措施将有效地使印度各地的大学、考官、组织者、教师和学生对OSCE敏感，并有助于在放射学实践考试中成功引入这种新形式。
