Year: 2026 | Month: March | Volume: 16 | Issue: 3 | Pages: 226-232
DOI: https://doi.org/10.52403/ijhsr.20260328
Impact of Using OSLER as an Assessment Tool for Clinical Competencies of Undergraduate Medical Students
Pankaj Harish Bansode1, Priti Prasad Shah2, Kristy Alex Mathew3
1Professor and Head of Department of General Surgery, Symbiosis Medical College for Women, Symbiosis University Hospital & Research Centre, Symbiosis International (Deemed University), Pune, Maharashtra, India
2Professor, Department of General Surgery, Symbiosis Medical College for Women, Symbiosis University Hospital & Research Centre, Symbiosis International (Deemed University), Pune, Maharashtra, India
3Junior Resident, Department of General Surgery, Symbiosis Medical College for Women, Symbiosis University Hospital & Research Centre, Symbiosis International (Deemed University), Pune, Maharashtra, India
Corresponding Author: Dr. Priti Prasad Shah
ABSTRACT
BACKGROUND: The Objective Structured Long Examination Record (OSLER) is a structured clinical assessment tool that aims to overcome the subjectivity and variability of traditional long case evaluation by offering a more standardized and comprehensive evaluation of clinical competence. This study assesses the effectiveness of OSLER in evaluating undergraduate medical students' clinical performance and explores the perception of students and faculty regarding its utility.
METHODS: A prospective observational study was conducted over four months at a Medical College. A total of 96 students from Phase III Part II were randomly divided into two groups; one assessed using the OSLER method and the other with conventional long case method. Pre-validated checklists and feedback forms were employed to evaluate performance and satisfaction.
RESULTS: Students assessed using the OSLER method scored significantly higher compared to those assessed than those evaluated with traditional methods (p < 0.05). Feedback from students and faculty highlighted that the OSLER method was perceived as more objective, structured, and conducive to meaningful feedback. Notably, 68% of students reported enhanced learning experiences with OSLER while 92% of faculty found it more reliable and valid compared to traditional methods. Challenges identified included increased time requirements and faculty orientation and training.
CONCLUSION: OSLER emerges as a robust and equitable alternative to traditional long case assessments, aligning well with the goal of Competency Based Medical Education (CBME). It enhances objectivity, student learning and faculty satisfaction. When thoughtfully integrated, OSLER plays a pivotal role in producing clinically competent, reflective and patient-centred medical graduates.
Key words: Medical Student, Medical Education, OSLER, CBME, Clinical Competency, Long Case