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Responses were mixed regarding simulator use for skills assessment and the time allotted per station, while overall students welcomed the OSCE before entry-to-practice licensing-style exams.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-satisfaction-with-an-objective-structured-clinical-examination-in-optometry/317011/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-satisfaction-with-an-objective-structured-clinical-examination-in-optometry/317011.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What 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Optometry  \nPatricia Hrynchak, OD, MScCH (HPTE), FAAO, DipOE, Jenna Bright, BSc, MSc, OD, Sarah MacIver, BSc, OD, FAAO, and Stanley Woo, OD, MS, MBA, FAAO  \nAbstract  \nAn objective structured clinical examination (OSCE) is a performance-based examination in which students rotate through a series of stations where they are expected to perform specified tasks to demonstrate competency. This paper reports on student satisfaction with the OSCE administered at the end of a Doctor of Optometry professional program. Students were very positive about the interactions with standardized patients and the organization of the examination. They felt the examination used realistic scenarios. They had a mixed response to the use of simulators for skills assessment and the length of time available in each station to perform those tasks. Overall, the optometry students were very positive about the opportunity to participate in the OSCE prior to sitting for the entry-to-practice Optometry Examining Board of Canada examinations, which also use OSCEs.  \nKey Words: education, optometry, objective structured clinical examination, program evaluation, satisfaction, summative  \nIntroduction  \nGraduates of schools and colleges of optometry must have the knowledge, skill and judgement to practice effectively and safely. Optometric education requires a system of assessment to determine whether students have reached the desired competencies1 for entry into practice. A system of assessment can include multiple assessment types including clinic-based assessment methods (miniclinical evaluation exercise, global rating scales), written examinations (multiple-choice questions or key feature questions) and performance-based assessments.2  \nFigure 1. Miller’s pyramid of clinical assessment with  \nassessment method examples at each level.  \nClick to enlarge  \nMiller proposed a framework of four levels of clinical assessment in healthcare education.3 Learners demonstrate increasing ability moving upward in a pyramid from knows (knowledge), knows how (application of knowledge), shows how (performance) to does (action) . Each level of the pyramid requires the use of different assessment methods3 that combine to form a system of assessment.4 The objective structured clinical examination (OSCE) assesses at the “shows how” level (Figure 1) .  \nThe OSCE is a performance-based assessment in a simulated environment where students rotate from one station to the next and are expected to perform a particular clinical task or series of tasks in each station.5 Typically, one or two examiners in each station rate the performance on checklists, global rating scales or both.6 A standardized patient (SP) in the station may act to portray a relevant clinical scenario.7  \nThe SPs can also rate student performance.5 The stations are timed, usually five to ten minutes in length, and the student moves from one task to the next through a predetermined number of stations.7 Rest stations are often interspersed through the examination.5  \nThe OSCE is able to assess competencies such as communication, professionalism and patientcenteredness as well as the demonstration of higher-order reasoning skills in real time.6 Reliability can be increased by conducting the examination in a controlled environment, which makes it more objective than practice-based assessments.1 Reliability is a necessary component of a valid examination.8 The OSCE extends the psychomotor skills examination (proficiencies) by using cases and requiring active problem-solving, diagnosis and planning.6  \nThe OSCE as an assessment format was originally developed by Ron Harden in 1975.9 It is considered the gold standard in high-stakes assessment in healthcare education.10 It is used extensively in undergraduate and postgraduate healthcare education as well as in national board examinations.11  \nThe Optometry Examining Board of Canada (","cbCailzIkV8yZTHh","https://ap.wps.com/l/cbCailzIkV8yZTHh","pdf",34539,"English","# Abstract\n# Introduction\n## Clinical assessment frameworks\n## OSCE structure and rationale\n## Optometry examinations in Canada\n## Education program evaluation\n## Pilot project aims","[{\"question\":\"What does an OSCE measure in optometry education?\",\"answer\":\"The OSCE measures competencies at the “shows how” level by requiring students to perform specified clinical tasks in timed stations in a simulated environment.\"},{\"question\":\"How did students respond to standardized patients and exam organization?\",\"answer\":\"Students were very positive about interactions with standardized patients and about the overall organization of the OSCE.\"},{\"question\":\"What aspects of the OSCE produced mixed student feedback?\",\"answer\":\"Students gave mixed responses to using simulators for skills assessment and to the length of time available in each station to complete tasks.\"}]","Student Satisfaction with an Objective Structured Clinical Examination in Optometry | PDF",1789927642]