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A socio-historical study of the birt...

Hodges, Brian David.

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A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE).

Record Type:	Electronic resources : Monograph/item
Title/Author:	A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE)./
Author:	Hodges, Brian David.
Description:	244 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2354.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR28108
ISBN:	9780494281086

A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE).
Hodges, Brian David.

A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE). - 244 p.

Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2354.

Thesis (Ph.D.)--University of Toronto (Canada), 2007.

The Objective Structured Clinical Examination (OSCE) was invented in 1975 for the assessment of medical students at the University of Dundee. This examination was radically different from anything that had been utilized before. During OSCEs, students were observed interacting with a series of patients in fixed-interval "stations" and scored by observers on standardized measures. Some of the patients were actors called "simulated patients". Assessment with OSCEs and simulated patients represented a new direction in examination of competence that emphasized 'standardization' and 'objectivity'.

ISBN: 9780494281086Subjects--Topical Terms:

641065
Higher education.

A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE).
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020 $a 9780494281086
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100 1 $a Hodges, Brian David. $3 3189570
245 1 2 $a A socio-historical study of the birth and adoption of the Objective Structured Clinical Examination (OSCE).
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2354.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2007.
520 $a The Objective Structured Clinical Examination (OSCE) was invented in 1975 for the assessment of medical students at the University of Dundee. This examination was radically different from anything that had been utilized before. During OSCEs, students were observed interacting with a series of patients in fixed-interval "stations" and scored by observers on standardized measures. Some of the patients were actors called "simulated patients". Assessment with OSCEs and simulated patients represented a new direction in examination of competence that emphasized 'standardization' and 'objectivity'.
520 $a Subsequently, OSCEs were adopted by medical schools around the world and for national medical licensure in Canada and the United States. OSCEs were also adopted for midwives, nurses, pharmacists, physiotherapists, police and massage therapists in North America and the UK and in Asia, South America and Africa OSCE projects were launched in order to 'meet international standards'.
520 $a Why did this simple examination spread so quickly into every aspect of education and assessment? In the research presented here, a Foucauldian genealogy is undertaken to address this question. The objective is to identify different discourses that are linked to the legitimation and uptake of OSCE technology. The "archive" from which these discourses are sought includes over 600 published articles, interviews with 25 key informants in Canada, the UK and the USA and visits to institutions that have been central in promoting the use of OSCEs.
520 $a The research reveals three discourses related to OSCEs: performance, psychometrics and production. Each discourse is associated with characteristic statements, modes of expression and models of legitimation; each has brought into existence specific roles for individuals to occupy; and each augments the power of different types of institutions.
520 $a Analysis of these discourses reveals the extent to which they have become dominant, or conversely are resisted, at different times and in different locations. These differences in legitimacy are, in turn, related to larger socio-historical contingencies such the emergence of neo-liberal capitalism; the unequal distribution of power and opportunity on the basis of gender and ethno-racial origin; and the general adoption of governmental technologies of surveillance for social control.
590 $a School code: 0779.
650 4 $a Higher education. $3 641065
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Education history. $3 3171959
690 $a 0745
690 $a 0350
690 $a 0288
690 $a 0520
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0779
791 $a Ph.D.
792 $a 2007
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR28108