An Ethics, Law, Diversity and Patient Safety OSCE in the Medical Curriculum

Abstract

Combined assessment of Ethics, Law, Diversity and Patient Safety in the medical curriculum is challenging. The aim of this study is to explore the value for students and teachers of an Objective Structured Clinical Examination (OSCE) on these subjects implemented in year 3 of the bachelor’s curriculum, and to identify points of improvement. A qualitative design was used, consisting of interviews and focus groups with students and teachers. Data was analyzed using thematic content analysis. Themes identified for students: discussing the case together, examining perspectives, importance and complexity of the subjects in clinical practice, speaking up, insecurity about what to expect and assessment as a learning opportunity. Themes identified for teachers: dialogue with the student, students’ perspective-taking and reflection skills, contribution to the relevance of the assessed subjects, preparation of future practice and uncertainty about grading. Our study shows that the OSCE enables assessing students’ competencies and also contributes to students’ understanding of the complexity of future practice, the relevance of reflection and examining perspectives, and provides them with the opportunity to speak up. Assessment thus provides the students with a learning experience. Teachers feel acknowledged by students taking the subjects seriously and appreciate having a dialogue with the students.