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It also reviews the development of the OSCE, emphasizing reliability, validity, and measurement of the right competencies, including sampling strategies via a skills-context matrix and progressive layering of 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documents that you should have received along with this talk.  \nThe workshop will build on this foundation of knowledge – allow you to try out your ideas on designing a station – then test it out.  \nI’m assuming there’s a lot of experience of OSCEs – but just to ensure we’ve all got the same ideas in our minds here are some pictures of an OSCE in Malawi illustrating an OSCE set-up and an OCE plan with 10 candidates going around 10 stations .  \nUsually a carousel of 5-10min stations with perhaps some rest stations to accommodate more candidates per carousel, and sometimes including double stations linking two tasks – and in which case there needs to be 2 of that double station.  \nHere is a list of fairly typical interactive stations  \nThe development of the OSCE was triggered by the arguments of reliability and validity.  \nThe rest of this slide is for ‘further reading’for those who are interested.  \nAway back in 1947 the GMC raised concerns about intermarker variation in clinical exams  \nand John Stokes in 1967 after examining across the US wrote a report to the NBME making recommendations to address the lack of correlation.  \nGM Wilson (Professor of Medicine in Glasgow) and Ron Harden built on these findings – to create the OSCE in 1975  \nSo to summarise the development – it was all about moving from the long case where different problems, patients and examiners all confounded the reliability of the decisions about the students’ competence–to the OSCE which focused on standardised conditions with structured questions and objective marking  \nIf I were to ask you to define a high quality OSCE you would probably say it’s about the characteristics described on this slide.  \nAnd an important part of passing and failing the correct students is to measure the right thing. We can’t assess everything so we want to sample carefully so we get an accurate idea of the big picture.  \nSo we may start off with a simple matrix like this showing a range of skills e. g.  \nhistory taking that are to be assessed in a range of contexts e. g. renal patients ………  \nAnd develop the matrix with layers of complexity as appropriate.","cbCairxlSxKyuzus","https://ap.wps.com/l/cbCairxlSxKyuzus","pdf",2831424,28,"English","# Station design overview\n## Interactive station formats and carousel setup\n# Development and principles of OSCE\n## Reliability, validity, and measurement of the right thing\n# Designing assessment using a skills matrix\n## Sampling skills across contexts\n## Increasing complexity with layers","[{\"question\":\"What are these slides intended to be used with?\",\"answer\":\"Use the slides alongside the worked examples of the station design documents provided with the talk, which form the foundation for trying out station design ideas.\"},{\"question\":\"How are interactive stations typically organised for OSCEs?\",\"answer\":\"Stations are often arranged as a carousel of 5–10 minutes, with possible rest stations, and may include double stations that link two tasks requiring two double-station setups.\"},{\"question\":\"Why was the OSCE development driven by reliability and validity?\",\"answer\":\"The OSCE was created to address issues in earlier long-case formats where varying problems, patients, and examiners confounded decision reliability, replacing them with standardized conditions, structured questions, and objective marking.\"}]","OSCE Short Guide - How to Create the Station Mark Sheet Notes Handout | PDF",1789927069,71]