PERCEPTIONS OF FIRST-YEAR MEDICAL STUDENTS TOWARD THE IMPLEMENTATION OF THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) AT UDAYANA UNIVERSITY

Abstract

Background: The Objective Structured Clinical Examination (OSCE) is a crucial method for assessing clinical skills in medical education. At the first-year level, students’ adaptation to this practical format influences their learning experience and anxiety; therefore, evaluating their perceptions is important for improving OSCE implementation. This study aims to assess the perceptions of first-year medical students regarding the implementation of the OSCE at Udayana University.

Methods: This research employed a cross-sectional design using a validated and reliable questionnaire. The sample consisted of 108 students. The validity and reliability of the instrument were deemed adequate; Cronbach’s alpha values for each assessed dimension were as follows: attributes α = 0.790, structure α = 0.873, organization α = 0.793, and validity α = 0.863. Descriptive analysis was used to describe respondent characteristics and response distribution. Of the 108 respondents, the majority were 19 years old (73.1%) and 61% were female. Overall, perceptions of the OSCE’s attributes, structure, organization, and validity tended to be positive.

Results: Indicators with the highest mean scores included the statements that the OSCE assesses clinical skills (A2, mean = 4.42) and that the OSCE is educational (A12, mean = 4.36); exam-related anxiety was also noted (A3, mean = 4.28). The lowest indicator concerned compensation mechanisms for poor performance (A6, mean = 2.62), indicating disagreement toward compensation policies.

Conclusions: It can be concluded that first-year students’ perceptions of OSCE implementation at Udayana University are generally positive; however, attention is needed regarding station timing and compensation policies to reduce anxiety and enhance the fairness of the assessment.

Keywords:medical education, OSCE, student perceptions, Udayana University, validity.