same skill in the same way for each student , confirming competence and safe practice in a number of skills without endangering a patient ' s health ( Gwynne & Morgan , 2014 ; Yon , 2020 ). The exam itself usually comprises a circuit of 12 stations . On each station , the candidate is examined on a task on a one-to-one basis by an examiner , and using an assistant ( if required ) and a simulated patient . SVNs rotate through all of the stations and are given 6 minutes to complete each task .
Revising for OSCEs
Revision and preparation are key to success in OSCEs . They will help instil confidence in you and your skills , which can reduce anxiety prior to the exam . There are lots of revision methods and resources available . The more you do , the better prepared you will be . Start revising well in advance and use a revision planner to schedule times and topics to study and practise , and access resources right up to the date of the exam itself .
WATCHING VIDEOS OF PRACTICAL TASKS
Removing the mystery behind OSCE grading helps reduce student assessment anxiety ( Byrne & Smyth , 2008 ), so watching video demonstrations of the tasks being performed by the assessors , and using equipment that will be present in the assessment , will increase familiarity with the practical tasks and improve confidence ( Massey et al ., 2017 ). If students are on placement , or not easily able to access the training centre for multiple revision sessions and equipment familiarisation , online videos can be helpful . Online resources ensure all students have access to centrespecific revision materials , no matter where they are based or when they are free to revise . Creating videos is also a great way to check tutor standardisation and can be used for OSCE examiner standardisation training ( Hall & Simpson , 2018 ).
Useful revision methods
TAKING MOCK OSCES
Mock OSCEs replicate the real exams and are often run as a revision resource . They help to reduce anxiety prior to exams by giving SVNs an insight into what to expect ( Dunne et al ., 2018 ). Mocks also provide opportunity for SVNs to improve their time-management skills , receive feedback on their clinical skills and become familiar with equipment they may not have encountered often , or at all , previously . Mock OSCEs are often limited and SVNs may only experience them once or twice before the real exams , so attendance is highly recommended .
PRACTISING OSCES
As mock OSCEs are limited , it is important to revise practical tasks as often as possible . Being well prepared for OSCEs is critical , so practise the tasks plenty of times , well in advance of the exam . Use your time at college , at work and at home to repeat the tasks you find more difficult ; repetition is the best way to ensure competence ( Dunstone , 2005 ).
Consider creating an OSCE revision group with fellow SVNs to practise together and test each other . Interpersonal interaction between students , in revision groups or by having family / friends test your knowledge , can aid revision ( Chi , 2009 ). Practising OSCEs while in your veterinary practice can also increase confidence and boost the effectiveness of your revision . With the help of your clinical coach / workplace supervisor , try to implement OSCEs in day-to-day activities at work , as this may help you relate these skills to specific patients and their conditions . Wider knowledge of why we perform these skills will increase your confidence when it comes to OSCEs .
REFERRING TO VISUAL AIDS
Creative visual materials such as mind maps ( brainstorming ), diagrams and flow charts are often used as a revision resource for written exams , but they can also be helpful for OSCEs . Flowcharts can be used to create step-by-step visual aids and directions for OSCEs , which can serve as portable memory prompts when you are not able to physically practise a task . Mind maps can help you visualise links between OSCE tasks and the topics they relate to . Mnemonics or rhymes can be a good way to link the steps of an OSCE task together , reinforcing all of the steps and their order .
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