Olga Oseman & Alys Einion
Students find clinical skills assessments in simulation, such as OSCEs, stressful (Nikkah and Alavi, 2021; Einion, 2013). OSCEs and similar simulation situations have been shown to be very effective in promoting learning of clinical skills, however, students value having ample opportunities to practice these skills (Einion, 2013).Student evaluations and formal and informal feedback on the PGDip and BSc in Midwifery at City, University of London have consistently highlighted requests for more time and opportunity to practice skills in simulation in order to build confidence and competence and reduce the stress associated with OSCE examinations.
To this end, we secured a dedicated midwifery practice room with sufficient space for 3 to 4 practice stations, and a member of staff was assigned to lead on developing and designing the space, and planning/booking student-led practice sessions. In this paper, we provide an evalution of the setting up of this project, a discussion of progress, and an exploration of the responses of staff and students to its design and implementation. We use an action research-based approach (Jacobs, 2016) to gather information, plan the project, implement and evaluate the project and will outline how this evaluation will inform the next phase of the project in the 22/23 academic year. Consideration will also be given to the impact and relevance of this facility to other health care students and the wider university as it has potential application for all practice based courses.
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Einion, A., 2013. OSCE assessment for emergency scenarios in midwifery education: A reflection and evaluation. British Journal of Midwifery, 21(12), pp.893-897.
Jacobs, S., 2016. The Use of Participatory Action Research within Education–Benefits to Stakeholders. World Journal of Education, 6(3), pp.48-55.
Nikkhah, S. and Alavi, S.H.R., 2021. Phenomenological approach of the Live Experiences of the midwifery students on the final examination course the method Objective Structured Clinical Evaluation (OSCE). Journal of Medical Education Development, 13(40), pp.15-31.
