OSCES Sample Clauses
The OSCES clause establishes the requirements and procedures for Objective Structured Clinical Examinations (OSCEs) within a contract or agreement, typically in the context of medical or healthcare education. It outlines how these practical assessments are to be conducted, including standards for evaluation, scheduling, and the roles of examiners and candidates. For example, it may specify the format of the stations, the criteria for passing, and the process for addressing disputes or appeals. The core function of this clause is to ensure a fair, standardized, and transparent assessment process for clinical competencies, thereby maintaining the integrity and reliability of the examination outcomes.
OSCES. Stands for the Ohio School Counselor Evaluation System as adopted by the Ohio State Board of Education, or as otherwise modified by the State Board of Education.
OSCES. Summative Evaluation Rating: The Summative Evaluation rating is assigned at the conclusion of the evaluation cycle and is based on a holistic review of all seven (7) dimensions.
OSCES. The evaluation rating is assigned at the conclusion of the evaluation cycle and is based on a holistic review of all seven (7) dimensions.
OSCES. The objective structured clinical examination (OSCE) is used widely around the world, at all levels of education (▇▇▇▇▇▇▇▇ et al., 2009) and is designed to test application of clinical knowledge rather than demonstrating factual knowledge (▇▇▇▇▇▇ et al., 2013). A systematic review, of 1065 studies, concluded the OSCE to be an appropriate means of assessing medical education and different learning outcomes across a range of specialities (▇▇▇▇▇▇▇▇ et al., 2013). The advantage of the examination is its objective nature, compared to other clinical tests, thus helping to overcome variations that exist between individual patients or examiners (▇▇▇▇▇▇ et al., 2001). OSCEs have the potential to provide useful feedback to students, though the standard setting methods used need careful consideration, with different techniques producing different outcomes (▇▇▇▇▇▇▇ et al., 2000) and the examinations sometimes fail to reflect clinical reality (van der Vleuten, 2000). A Best Evidence Medical Education (BEME) systematic review of 1065 medical studies, between 1975 and 2009, recommended the use of the OSCE, describing it as a fair examination, capable of driving teaching and learning (Carneiro, 2012 p.112). A lack of standardisation, in the reporting of OSCE research, can make interpretation of findings difficult however (▇▇▇▇▇▇▇▇ et al., 2009). A systematic review of literature related to OSCE checklists (used to assess communication skills), similarly established difficulties making comparisons between reviewers and recommended use of a standardised instrument across institutions (Setyonugroho et al., 2015).
OSCES. Standards for the Ohio School Counselor Evaluation System as adopted by the Ohio State Board of Education Framework, or as otherwise modified by the State Board of Education.