Objective Structured Clinical Examinations 10 Steps to Planning and
Objective structured clinical examinations (OSCEs) and other exercises that utilize standardized patients (SPs) can simulate actual clinician-patient encounters with great impact. They are one of the most effective methods for training and assessing compe
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Sondra Zabar • Elizabeth Krajic Kachur Adina Kalet • Kathleen Hanley Editors
Objective Structured Clinical Examinations 10 Steps to Planning and Implementing OSCEs and Other Standardized Patient Exercises
Editors Sondra Zabar Department of Medicine Division of General Internal Medicine Section of Primary Care New York University School of Medicine New York, NY, USA Adina Kalet Department of Medicine Division of General Internal Medicine Section of Primary Care New York University School of Medicine New York, NY, USA
Elizabeth Krajic Kachur Medical Education Development National and International Consulting New York, NY, USA Kathleen Hanley Department of Medicine Division of General Internal Medicine Section of Primary Care New York University School of Medicine New York, NY, USA
ISBN 978-1-4614-3748-2 ISBN 978-1-4614-3749-9 (eBook) DOI 10.1007/978-1-4614-3749-9 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2012951673 © Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
In the late 1960s, as a clinical teacher and examiner, I was faced with a dilemma. The final clinical examination in the UK was a high-stakes test, success in which was necessary for the student to graduate wit
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