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A prior single-person OSCE station emphasized the team leader role and theoretical knowledge, yet students showed gaps in algorithm-compliant practical competencies, including cardiac massage, mask ventilation, and defibrillator use, with difficulty integrating into team resuscitation. A constructive alignment approach redesigned course activities and assessments around a three-person model, aligning learning outcomes, targets, and checklists. In the 2023 summer term, roles were randomized, practical and non-technical skills were assessed via role-specific criteria, and outcomes supported the effectiveness of team-based OSCE stations.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/redesigning-advanced-life-support-teaching-and-assessment-using-a-constructive-alignment-approach/453535/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/redesigning-advanced-life-support-teaching-and-assessment-using-a-constructive-alignment-approach/453535.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What problem did the original ALS OSCE format create for students?","Question",{"text":113,"@type":114},"The previous single-person OSCE emphasized theoretical knowledge and the team leader role, leading to student deficiencies in key practical skills such as chest compressions, mask ventilation, and defibrillator use, and difficulty using a team-based resuscitation approach.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How did the constructive alignment approach change the course and assessment?",{"text":118,"@type":114},"Learning outcomes and assessment targets were aligned with revised course activities using a guideline-appropriate three-person resuscitation model. The OSCE was adjusted to assess both practical and non-technical skills using role-specific checklists with defined criteria.",{"name":120,"@type":111,"acceptedAnswer":121},"What assessment structure was used in the redesigned OSCE?",{"text":122,"@type":114},"A team OSCE (tOSCE) approach was applied, with one student assigned to each of three roles. 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Previously, a single-person OSCE-Station (Objective Structured Clinical Exam) was used to assess these skills, focusing primarily on the team leader role and emphasizing theoretical knowledge. However, students demonstrated deficiencies in key algorithm-compliant practical skills, such as cardiac massage, mask ventilation and defibrillator use, and struggled to integrate into a team-based resuscitation approach. To address this, a constructive alignment approach was used to revise the course and offer a guideline-appropriate, three-person resuscitation model. Learning outcomes and assessment targets were aligned with the course activities to increase student engagement and increase desired skill attainment. In the summer semester 2023, students and lecturers were briefed on the new structure of the course and assessment, specific skills were highlighted, and a model video was provided. The OSCE format was adjusted to assess both practical and non-technical skills. In the new setup, each student was randomly assigned one of three roles and assessed using role-specific checklists with defined criteria, focusing on non-technical and practical abilities. Course activity included training and practice in the three-person resuscitation approach. A team OSCE (tOSCE) approach for assessment was used, with one student for each role being examined. Results indicated both subjective and objective markers of satisfaction in course activities and tOSCE results. A team-based OSCE station proves effective for teaching combined practical and non-technical competencies.  \nOpen Peer Review  \nApproval Status   \n1 2  \n1. Maria Helena Gaitan , University of Quindío, Armenia, Colombia  \n2. Shamir O Cawich, University of the West Indies, St. Augustine, Trinidad and Tobago Any reports and responses or comments on the article can be found at the end of the article.  \nKeywords  \nTeam OSCE, Advanced Life Support, constructive alignment  \nThis article is included in the Current Challenges and Developments in Health  \nProfessions Education collection.  \nCorresponding author: Cynthia Szalai ([cynthia.szalai@uk-essen.de](cynthia.szalai@uk-essen.de))  \nAuthor roles: Moll S: Conceptualization, Methodology, Resources, Supervision, Writing – Review & Editing; Tannemann N: Formal Analysis, Methodology, Writing – Review & Editing; Gestmann M: Formal Analysis, Writing – Review & Editing; Brenner T: Resources, Writing – Original Draft Preparation, Writing – Review & Editing; Herbstreit F: Conceptualization, Methodology, Writing – Review & Editing; Szalai C: Conceptualization, Data Curation, Formal Analysis, Methodology, Project Administration, Supervision, Writing – Original Draft Preparation  \nCompeting interests: No competing interests were disclosed.  \nGrant information: The author(s) declared that no grants were involved in supporting this work.  \nCopyright: © 2025 Moll S et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cite","cbCain6nQAz21GKq","https://ap.wps.com/l/cbCain6nQAz21GKq","pdf",2798376,11,"English","# Abstract\n## Background and rationale\n## Open Peer Review\n## Keywords","[{\"question\":\"What problem did the original ALS OSCE format create for students?\",\"answer\":\"The previous single-person OSCE emphasized theoretical knowledge and the team leader role, leading to student deficiencies in key practical skills such as chest compressions, mask ventilation, and defibrillator use, and difficulty using a team-based resuscitation approach.\"},{\"question\":\"How did the constructive alignment approach change the course and assessment?\",\"answer\":\"Learning outcomes and assessment targets were aligned with revised course activities using a guideline-appropriate three-person resuscitation model. The OSCE was adjusted to assess both practical and non-technical skills using role-specific checklists with defined criteria.\"},{\"question\":\"What assessment structure was used in the redesigned OSCE?\",\"answer\":\"A team OSCE (tOSCE) approach was applied, with one student assigned to each of three roles. Each student was randomly assigned a role and assessed against criteria tailored to that role.\"}]","Redesigning Advanced Life Support teaching and assessment using a constructive alignment approach | PDF",1790739049,28]