Revised paper ASIM-D-21-00055R1: "Consulting properly rather than acting": advocating for real patient involvement in summative OSCEs.
Grainne P Kearney, Jennifer L Johnston, Nigel D Hart, Kathy M Cullen, Gerard J Gormley
Author Information
Grainne P Kearney: Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, UK. g.kearney@qub.ac.uk. ORCID
Jennifer L Johnston: Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, UK. ORCID
Nigel D Hart: Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, UK. ORCID
Kathy M Cullen: Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, UK. ORCID
Gerard J Gormley: Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, UK. ORCID
BACKGROUND: In this "Advancing simulation practice" article, we offer an expose of the involvement of real patients in Objective Structured Clinical Examinations (OSCEs), inviting educators who traditionally involve solely SPs in their summative OSCEs to consider the practice. The need for standardisation in summative assessments can make educators understandably wary to try this, even if the rhetoric to involve real patients is accepted. We offer this as an instance of the tussle between standardisation and validity experienced throughout health professions education. MAIN TEXT: We offer our experience and empirical evidence of this simulation practice, based on an institutional ethnographic examination of the involvement of real patients in summative OSCEs from an undergraduate medical school in the UK. Our critique demonstrates the merits of this approach as an assessment environment closer to the real clinical environments where these soon-to-be doctors interact in a more authentic way with real patients and their illness experiences. We balance this against the extra work required for all involved and suggest the biggest challenge is in the reorientation work required for both Faculty and students who are institutionalised to expect standardisation above all in assessment. CONCLUSION: We advocate for involving real patients in summative OSCEs and hope that readers may feel compelled and empowered to foster this shift in mindset required to introduce this practice into their assessments.
