Table 2.
Results of the analysis of 11 identified papers concerning SA (SA Level 1,2,3 Column 5,6,7, respectively) in undergraduate medical training evaluated by OSCEs
| Author / year of publication | Year of study | Number of students | Level of education | SA Level 1 | SA Level 2 | SA Level 3 | Feedback | Assessment tool for SA | Educational tool for SA | Research interest |
|---|---|---|---|---|---|---|---|---|---|---|
| Volkan 2004 [49] | 1999 | 169 | year three | History taking, physical examination | Differential diagnosis | Consideration of treatment options | X | Factor analysis of OSCE constructs | ||
| Durak 2007 [51] | 2000–2001 | 382 | year six | Overall impression, history taking, diagnostic test results | Differential diagnosis | Consideration of treatment options, identification the need for further investigations | X | X | Case-based stationary examination | |
| Varkey 2007 [44] | 2003 | 42 | year three | History taking | Identification of root cause of error | X | X | Root-cause analysis of error | ||
| Durning 2012 [45] | 2010 | 170 | year two | History taking, physical examination | Differential diagnosis | X | Feasibility, reliability, and validity of the evaluation of clinical reasoning utilising OSCEs | |||
| Myung 2013 [53] | 2011 | 145 | year four | Physical examination | Differential diagnosis | X | OSCE evaluation impact of pre-encounter analytical reasoning training | |||
| Lafleur 2015 [52] | 2013 | 40 | year five | Physical examination | Diagnostic reasoning | X | Influence of OSCE design on diagnostic reasoning | |||
| LaRochelle 2015 [46] | 2009–2011 | 514 | year four | History taking, physical examination | Clinical reasoning | X | Impact of pre-clerkship clinical reasoning training | |||
| Park 2015 [47] | 2011 | 65 | year four | Overall impression, history taking, physical examination | Differential diagnosis | X | Comparison of clinical reasoning scores and diagnostic accuracy | |||
| Sim 2015 [48] | 2013 | 185 | year five | History taking, physical examination | Data interpretation, clinical reasoning | X | Assessment of different clinical skills using OSCE | |||
| Stansfield 2016 [50] | 2012 | 45 | year four | Physical examination | Diagnostic reasoning | X | Evaluation of embedding clinical examination results into diagnostic reasoning | |||
| Furmedge 2016 [54] | 2013/ 2014 | 1280 | year one/ two | Information gathering | Predefined focus on integration of basic and clinical science | X | X | Acceptability and educational impact of OSCEs in early years |