Implications of Education and Training on Lecturers' Knowledge of OSCE Exam Planninganaan Ujian OSCE

Nuryati Nuryati; Nova Oktavia

doi:10.58222/jkm.v5i1.1855

Authors

Nuryati Nuryati Sekolah Vocasi UGM Yogyakarta
Nova Oktavia Universitas Muhammadiyah Kuningan

DOI:

https://doi.org/10.58222/jkm.v5i1.1855

Keywords:

Educational background, Training, Knowledge, Planning, OSCE Exam

Abstract

Background: The Objective Structured Clinical Examination (OSCE) is a standardized assessment method used to evaluate the clinical competence of medical and health science students, ensuring they are capable of performing professional tasks according to established standards. However, not all health education institutions have implemented OSCE due to limited infrastructure, facilities, and human resources. Objective: To determine the relationship between education and training and lecturers' knowledge regarding OSCE examination planning. Methods: This study employed an analytical observational design with a cross-sectional approach. The study population consisted of lecturers from the Diploma III Medical Record and Health Information and Diploma IV Health Information Management Study Programs in Regional Coordinators I–XI. A total of 117 lecturers were recruited using a total sampling technique. The independent variable was education and training, while the dependent variable was lecturers' knowledge of OSCE examination planning. Data were collected using a structured questionnaire and analyzed through univariate and bivariate statistical analyses. Results: The findings revealed a statistically significant relationship between education and training and lecturers' knowledge of OSCE examination planning. Lecturers who had participated in education and training demonstrated better knowledge regarding the preparation and implementation of OSCE examinations than those who had not received such training.Conclusion: Education and training significantly improve lecturers' knowledge of OSCE examination planning. Strengthening lecturers' competencies through continuous professional development is essential to support the effective implementation of standardized OSCE assessments in health education institutions. Suggestion: Health education institutions should collaborate with professional medical record organizations and OSCE experts to develop standardized OSCE examination materials. In addition, institutions should invest in adequate facilities, infrastructure, and human resources to ensure the successful implementation of OSCE examinations and improve the quality of competency-based assessment.

References

Akbar, S., Darungan, T.S., Tani, H. 2021. Peningkatan Kompetensi Dosen PembimbingKlinis Dalam Menyusun Soal OSCE (Objective Structered Clinical Examination). PakMas (Jurnal Pengabdian Kepada Masyarakat) Vol. 1 No. 2: 78 – 84. Doi: 10.54259/pakmas.v1i2.89. https://journal.yp3a.org/index.php/pakmas/article/view/89

Boursicot, K and Roberts, T. 2005. How to set up an OSCE The Clinical Teacher, Vol. 2, No. 1 [www.theclinicalteacher.com]

Brydges, R., Boyd, V. A., Tavares, W., Ginsburg, S., Kuper, A., Anderson, M., & Stroud, L. 2021. Assumptions About Competency-Based Medical Education and the State of the Underlying Evidence: A Critical Narrative Review. Academic Medicine, 96(2), 296–306. https://doi.org/10.1097/ACM.0000000000003781

Buckley, A. 2023. Are we answering the question that has been set? Exploring the gap between research and practice around examinations in higher education. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2283784

Darsini., Fahrurrozi., Cahyono, E.A. 2019. Pengetahuan, Artikel Review. Jurnal Keperawatan, Vol 12, No 1, Hal: 95. https://lppmdianhusada.ac.id/e-journal/index.php/jk/article/view/96

Keputusan Menteri Kesehatan RI Nomor 312 Tahun 2020 tentang Standar Profesi Perekam Medis dan Informasi Kesehatan

Khan, K. Z., Ramachandran, S., Gaunt, K., & Pushkar, P. 2013. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Medical Teacher, 35(9), e1400–e1414. [https://doi.org/10.3109/0142159X.2013.818635]

Norcini, J. J., & Burch, V. 2007. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher, 29(9-10), 855–871. https://doi.org/10.1080/01421590701775453

Onwudiegwu, U. 2018. OSCE: Design, Develoment and Deployment. Journal West African College Surgeons, 2018 Jan-Mar;8(1):1–22. https://pmc.ncbi.nlm.nih.gov/articles/PMC6398515/

Patricio, M.F., Juliao, M., Fareleira, F., & Carneiro, A.V. 2013. Is the OSCE a feasible tool to assess competencies in undergraduate medical education? Medical Teacher, 35(6), 503–514. https://doi.org/10.3109/0142159X.2013.774330

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 3 Tahun 2020 tentang Standar Nasional Pendidikan Tinggi.

Sidhu, N.S and Fleming, S. 2024. Re-examining single-moment-in-time high-stakes examinations in specialisttraining: A critical narrative review. MEDICAL TEACHER, VOL. 46, NO. 4, 528–536. https://doi.org/10.1080/0142159X.2023.2260081

Saputra, B.D. 2019. Pengetahuan dan Kompetensi Dosen dalam Pengembangan Uji Objective Structured Ckinical Examination (OSCE) Program Studi D3 Keperawatan. Jurnal Kesehatan Al Irsyad (JKA), Vol. XII, No.2. https://doi.org/10.36746/jka.v12i2.54

Sarjito, A. 2022. Pelatihan dan Pengembangan SDM. Jawa Barat: CV Aksara Global Akademia

Siswati et al. 2023. Pedoman Penyelenggaraan Uji Kompetensi Objective Structured Clinical Examination (OSCE) Rekam Medis dan Informasi Kesehatan/Manajemen Informasi Kesehatan (RMIK/MIK) (Edisi Revisi). Direktorat Penyediaan Tenaga Kesehatan : Dirjen Tenaga Kesehatan Kemenkes RI 2023

Undang-Undang Republik Indonesia Nomor 36 Tahun 2014 tentang Tenaga Kesehatan.

Undang-Undang Republik Indonesia Nomor 17 Tahun 2023 tentang Kesehatan.

Zayyan, M. 2011. Objective Structured Clinical Examination: The assessment of choice. Oman Medical Journal, 26(4), 219–222. https://doi.org/10.5001/omj.2011.55

Zabar, S., Kalet, A., Krajic, K.E., Hanley, K. 2012. Objective structured clinical examinations: 10 steps to planning and implementing OSCEs and other standardized patient exercises [book.google.com]