[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-317202-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-317202-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-evaluation-of-objective-structure-clinical-examination-osce-implementation-within-midwifery-school-article-history-received-revised-accepted","The evaluation of objective structure clinical examination (OSCE) implementation within midwifery school - Article history (Received, Revised, Accepted)","","Assessment during pre-registration in midwifery school strengthens graduation quality and supports evaluation of students’ abilities and competencies. This study evaluated OSCE implementation among midwifery schools in Yogyakarta, using a sequential explanatory mixed-methods design with quantitative and qualitative phases. Quantitative results showed a score of 68 out of 92. Qualitative findings identified implementation challenges, including technical problems with media, model differences, delays, non-conducive rooms, and limited trained OSCE models. The study concludes OSCE is not properly standardized and recommends national evaluation.",{"@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/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-evaluation-of-objective-structure-clinical-examination-osce-implementation-within-midwifery-school-article-history-received-revised-accepted/317202/",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/the-evaluation-of-objective-structure-clinical-examination-osce-implementation-within-midwifery-school-article-history-received-revised-accepted/317202.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the goal of the study on OSCE implementation?","Question",{"text":63,"@type":64},"To evaluate how OSCE is implemented in pre-registration midwifery schools in Yogyakarta and assess its status against expectations of validity, reliability, and feasibility.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"Using a sequential explanatory mixed-methods design, with a quantitative phase employing descriptive analysis based on a checklist, followed by a qualitative phase using in-depth interviews and content analysis, supported by observations and an FGD with eight students.",{"name":70,"@type":61,"acceptedAnswer":71},"What barriers to OSCE implementation were reported?",{"text":72,"@type":64},"Technical problems were highlighted, including broken assessment media, differences in phantom models across delivery stages, late assessors, assessment rooms that were not conducive, and limited availability of skilled OSCE models.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},317202,1791386264,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The evaluation of objective structure clinical examination (OSCE) implementation within midwifery school  \nAnisya Selviaa,1,* , Wiwik Kusumawatib,2 , Herlin Fitrianic,3 , Mufdlillahd,4  \na,c,d Universitas ‘Aisyiyah Yogyakarta, Jl. Siliwangi (Ring Road Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292 , Indonesia b Univeristas Muhammadiyah Yogyakarta, Jl. Brawijaya, Kasihan Bantul, Yogyakarta 55183, Indonesia  \n[1](1 selviaanisya@yahoo.com)[ selviaanisya@yahoo.com](1 selviaanisya@yahoo.com)*; [2](2 wiwik_fk_umy@yahoo.com.sg)[ wiwik_fk_umy@yahoo.com.sg](2 wiwik_fk_umy@yahoo.com.sg); [3](3 herlinani@unisayogya.ac.id)[ herlinani@unisayogya.ac.id](3 herlinani@unisayogya.ac.id); [4](4mufdlillah.stikes@gmail.com)[mufdlillah.stikes@gmail.com](4mufdlillah.stikes@gmail.com)  \n* corresponding author  \nARTICLE INFO  \nArticle history  \nReceived 1st April 2019 Revised 1st May 2019 Accepted 23 May 2019  \nKeywords  \nEvaluation OSCE  \nMidwifery Education  \nABSTRACT  \nAssessment during pre registration in midwifery school is one of the necessary process which need to be concerned as it would strengthen the quality of the graduation. It also could become a tool to evaluate ability and competency of the pre registration midwifery student. There is an evaluation which applied in Indonesian midwifery school as national standard i.e. OSCE in which is considered could fulfil the validity, reliability and feasibility within Indonesian context. This study aimed to evaluate the implementation of OSCE among midwifery school in Yogyakarta.  \nThis research was a mixed methods study used sequential explanatory design method i.e. quantitative phase and qualitative phase. Analytic descriptive study was applied in quantitative phase, whilst a case study was applied in qualitative phase. Quantitative data collection was conducted by using a checklist sheet and analyzed by using descriptive analysis, whilst qualitative data by using in-depth interviews and analyzed by using content analysis. The quantitative result show that the implementation of OSCE among midwifery schools in Yogyakarta has score 68 out of 92. The qualitative analysis showed that OSCE was challenging to be implemented due to technical problems such as broken media of assessment, different phantom model in delivery stages, assessor has been late, assessment rooms were not conducive and there were limited model who skilled as OSCE model. Conclusion: Standardized OSCE implementation has not been carried out properly in midwifery school. Therefore thereis a need of national evaluation of the OSCE itself in order to understand the real condition across Indonesian midwifery school.  \nThis is an open access article under the CC–BY-SA license.  \n1. Introduction  \nOSCE has been used as a tool for both formative and summative evaluation of medical graduate and postgraduate students across the globe. The use of OSCE for formative assessment has great potential as the learners can gain insights into the elements making up clinical competencies as well as feedback on personal strengths and weaknesses (Gupta et al., 2010) . Evaluation of learning outcomes is an action or a process to determine the value and quality of education, therefore it could show the competence of pre-registration students. Evaluation of learning outcomes can be done by assessment or evaluation that is used to measure the abilities and competencies of the students (Arnold and Walmsley, 2008) . Midwifery schools need to have evaluation tools that have been standardized and linked with midwifery curricula and it should be as national standard. Therefore all preregistration student could have same skills and competences across Indonesian pre-registration midwifery school, regardless the schools where they has taken their course and training. In addressing to that issue Indonesian government provide OSCE for pre-registration midwifery students in order to  \nstandardized all the pre-registration midwifery students. It is believe","cbCaiotpzjpVhXBq","https://ap.wps.com/l/cbCaiotpzjpVhXBq","pdf",430272,"English","# Introduction\n# The Proposed Method/Algorithm\n# Method","[{\"question\":\"What was the goal of the study on OSCE implementation?\",\"answer\":\"To evaluate how OSCE is implemented in pre-registration midwifery schools in Yogyakarta and assess its status against expectations of validity, reliability, and feasibility.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Using a sequential explanatory mixed-methods design, with a quantitative phase employing descriptive analysis based on a checklist, followed by a qualitative phase using in-depth interviews and content analysis, supported by observations and an FGD with eight students.\"},{\"question\":\"What barriers to OSCE implementation were reported?\",\"answer\":\"Technical problems were highlighted, including broken assessment media, differences in phantom models across delivery stages, late assessors, assessment rooms that were not conducive, and limited availability of skilled OSCE models.\"}]","The evaluation of objective structure clinical examination (OSCE) implementation within midwifery school - Article history (Received, Revised, Accepted) | PDF",1789929726,25]