Objective Structured Examinations
Objective Structured Examinations - Related Videos
15:25
Examination of the Telomere G-overhang Structure in Trypanosoma brucei
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Cited by 11 •
2011
Telomeres are essential for chromosome stability and the telomere G-overhang structure is essential for telomerase-mediated telomere maintenance. We have recently adopted two methods for detecting the telomere G-overhang structure in Trypanosoma brucei, which are native in-gel hybridization and ligation-mediated primer extension, which will be described.
09:37
Optimized Negative Staining: a High-throughput Protocol for Examining Small and Asymmetric Protein Structure by Electron Microscopy
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Cited by 71 •
2014
More than half of proteins are small proteins (molecular mass <200 kDa) that are challenging for both electron microscope imaging and three-dimensional reconstructions. Optimized negative staining is a robust and high-throughput protocol to obtain high contrast and relatively high resolution (~1 nm) images of small asymmetric proteins or complexes under different physiological conditions.
14:38
Creating Objects and Object Categories for Studying Perception and Perceptual Learning
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Cited by 12 •
2012
We describe a novel methodology for creating naturalistic 3-D objects and object categories with precisely defined feature variations. We use simulations of the biological processes of morphogenesis and phylogenesis to create novel, naturalistic virtual 3-D objects and object categories that can then be rendered as visual images or haptic objects.
07:44
Ophthalmoscopic Examination
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2023
Source: Richard Glickman-Simon, MD, Assistant Professor, Department of Public Health and Community Medicine, Tufts University School of Medicine, MA The simplest ophthalmoscopes consist of an aperture to look through, a diopter indicator, and a disc for selecting lenses. The ophthalmoscope is primarily used to examine the fundus, or the inner wall of the posterior eye, which consists of the choroid, retina, fovea, macula, optic disc, and retinal vessels (Figure 1). The spherical eyeball...
09:16
X-ray Powder Diffraction in Conservation Science: Towards Routine Crystal Structure Determination of Corrosion Products on Heritage Art Objects
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Cited by 9 •
2016
Modern high resolution X-ray powder diffraction (XRPD) in the laboratory is used as an efficient tool to determine crystal structures of long-known corrosion products on historic objects.
FAQs
Station-specific tasks convert broad clinical competencies into observable performances that can be judged against predefined criteria. A history-taking station, for example, focuses the examiner on what the candidate does and how that performance meets the intended standard, rather than on an undifferentiated impression. This alignment makes individual competencies easier to identify and compare across the examination.
Direct observation reveals how a candidate applies knowledge during a clinical task, including practical performance and professional behavior. A written response may demonstrate understanding, but it does not by itself show the candidate carrying out an examination, communicating with a patient, or making a decision in real time. The format therefore adds evidence about performance-based competencies relevant to clinical readiness.
Checklists and rating scales give examiners a common framework for judging performance. Predefined criteria focus attention on the competencies assigned to that station, while structured scoring reduces reliance on an examiner’s broad, informal impression. This supports more consistent assessment across candidates and helps make the resulting feedback specific enough to identify strengths and learning needs.
Candidates progress through a sequence of timed stations, completing the task assigned at each location before moving to the next. Because each station targets a defined activity, the examination samples several aspects of clinical performance rather than asking for one general demonstration. The resulting pattern of scores can show which competencies are secure and which require further development.
Effective implementation depends on matching each station’s task with clear scoring criteria, maintaining the planned timing, and using trained examiners. These elements connect what candidates are asked to do with how their performance is judged. When the station purpose, observation process, and scoring framework are aligned, the assessment can provide a more consistent picture of clinical capabilities.
Medical schools and training programs can use results in two ways. Formatively, findings guide feedback and highlight individual learning needs. In higher-stakes decisions, the same performance evidence can contribute to judgments about clinical readiness. This dual use allows the examination to function not only as an assessment event, but also as a tool for directing subsequent learning and development.