Masterarbeit, 2015
101 Seiten, Note: None
This dissertation aims to evaluate the Objective Structured Clinical Examination (OSCE) used in the National Health Training Institute (NHTI) Clinical Officer Programme in Maridi, South Sudan. The study investigates the effectiveness and reliability of the OSCE as an assessment tool within this specific context.
Chapter One: Introduction: This chapter sets the stage for the dissertation by providing background information on the NHTI Clinical Officer Programme in Maridi, South Sudan. It clearly articulates the problem statement, highlighting the need for a comprehensive evaluation of the OSCE's effectiveness in assessing clinical competencies within this specific context. The chapter concludes by outlining the study's specific objectives, which guide the subsequent research and analysis.
Chapter Two: Literature Review: This chapter delves into the existing literature on OSCEs, exploring their historical development, definition, advantages, and limitations. It examines various aspects of OSCE design and implementation, including the selection of stations, the use of simulated patients, and methods for ensuring validity and reliability. The review also explores the perceptions of students and tutors regarding the OSCE, drawing on previous research to inform the current study's investigation of these perceptions within the NHTI context. The chapter establishes a strong theoretical foundation for the subsequent empirical investigation.
Chapter Three: Background to the Study Area: This chapter provides essential contextual information about the NHTI in Maridi, South Sudan, including its overall structure, the student assessment methods employed, and the rationale for selecting this specific institution as the focus of the study. It contextualizes the research within the specific realities and challenges of the NHTI, setting the stage for a nuanced understanding of the findings.
Chapter Four: Methodology: This chapter details the research design and methods employed in the study. It outlines the sampling strategies used to select participants, the data collection instruments deployed, and the analytical approaches adopted. The chapter meticulously describes the pre-testing methodology, which helps validate the reliability of the tools used to collect data. The expected study outcomes and limitations of the study are also clearly articulated, enhancing the transparency and rigor of the research.
Chapter Five: Results: This chapter presents the findings of the study, focusing on the evaluations of the OSCE provided by both NHTI tutors and students. It systematically presents data on various aspects of the OSCE, including its perceived effectiveness, challenges, and potential areas for improvement. The presentation of the results is structured to allow for a clear understanding of the empirical findings, which will be further analyzed and discussed in subsequent chapters.
Chapter Six: Discussion: This chapter analyzes the findings presented in Chapter Five, exploring the implications of the results within the broader context of the literature review. The discussion focuses on several key themes, including the validity and reliability of the OSCE at NHTI, the impact of the OSCE on teaching and learning, and potential avenues for enhancing the OSCE's effectiveness. It connects the empirical data to existing literature to further enrich the analysis and place the findings into a well-informed scholarly context.
Objective Structured Clinical Examination (OSCE), Clinical Officer, Medical Education, Assessment, Validity, Reliability, South Sudan, National Health Training Institute (NHTI), Student Perception, Tutor Perception, Teaching and Learning.
This dissertation evaluates the effectiveness and reliability of the Objective Structured Clinical Examination (OSCE) used in the National Health Training Institute (NHTI) Clinical Officer Programme in Maridi, South Sudan, assessing its impact on teaching and learning.
The study examines several aspects of the OSCE, including its effectiveness in assessing clinical competencies, the perceptions of students and tutors, its reliability and validity within the NHTI context, and its impact on teaching and learning practices. It also identifies areas for improvement in the OSCE's implementation and design at NHTI.
The table of contents outlines the dissertation's structure, covering an introduction, a literature review on OSCEs, background on the study area (NHTI-Maridi), the methodology used, the results, and a discussion of the findings. Each chapter has sub-sections detailing specific aspects of the OSCE and the study.
The key objectives are to assess the OSCE's effectiveness in evaluating clinical competencies, understand student and tutor perceptions of the OSCE, determine the reliability and validity of the OSCE at NHTI, analyze its impact on teaching and learning, and suggest areas for improvement.
The literature review comprehensively explores the history, definition, advantages, and limitations of OSCEs. It covers aspects like station selection, simulated patients, validity and reliability methods, and previously researched student and tutor perceptions to inform the current study.
The methodology section details the study design, sampling methods, data collection instruments, data analysis techniques, pre-testing methodology, expected outcomes, and limitations of the study. This ensures transparency and rigor in the research process.
The results chapter presents the findings based on NHTI tutors' and students' evaluations of the OSCE. This includes data on the OSCE's perceived effectiveness, challenges, and areas needing improvement.
The discussion chapter analyzes the results, relating them to the literature review. Key themes discussed include the validity and reliability of the OSCE at NHTI, its impact on teaching and learning, and potential improvements. It connects the empirical data to existing research for a comprehensive analysis.
The keywords include Objective Structured Clinical Examination (OSCE), Clinical Officer, Medical Education, Assessment, Validity, Reliability, South Sudan, National Health Training Institute (NHTI), Student Perception, Tutor Perception, and Teaching and Learning.
The overall aim is to provide a thorough evaluation of the OSCE's performance within the context of the NHTI Clinical Officer Programme in Maridi, South Sudan, offering insights for improvement and better integration of OSCEs into the teaching and learning process.
Der GRIN Verlag hat sich seit 1998 auf die Veröffentlichung akademischer eBooks und Bücher spezialisiert. Der GRIN Verlag steht damit als erstes Unternehmen für User Generated Quality Content. Die Verlagsseiten GRIN.com, Hausarbeiten.de und Diplomarbeiten24 bieten für Hochschullehrer, Absolventen und Studenten die ideale Plattform, wissenschaftliche Texte wie Hausarbeiten, Referate, Bachelorarbeiten, Masterarbeiten, Diplomarbeiten, Dissertationen und wissenschaftliche Aufsätze einem breiten Publikum zu präsentieren.
Kostenfreie Veröffentlichung: Hausarbeit, Bachelorarbeit, Diplomarbeit, Dissertation, Masterarbeit, Interpretation oder Referat jetzt veröffentlichen!
Kommentare