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Chitaishvili D, Manjavidze I, Nozadze P, Otiashvili L. Impact of objective structured clinical examination scheduling (OSCE) timing on medical students' performance in obstetrics and gynecology. JMED 2025; 18 (3) :109-117
URL: http://edujournal.zums.ac.ir/article-1-2403-en.html
Impact of objective structured clinical examination scheduling (OSCE) timing on medical students' performance in obstetrics and gynecology
Dali Chitaishvili *1 , Irma Manjavidze2 , Pirdara Nozadze2 , Lia Otiashvili2
1- Tbilisi State Medical Univerisity , d.chitaishvili@tsmu.edu
2- Tbilisi State Medical Univerisity
Abstract:   (578 Views)

Background & Objective: This study checked whether the timing of the Objective Structured Clinical Examination (OSCE)—immediately following an Obstetrics and Gynecology (OB-GYN) clinical rotation versus at the end of the semester—affects medical students' performance.
Materials & Methods: A quasi-experimental, mixed-methods study was conducted at the Faculty of Medicine, Tbilisi State Medical University (TSMU), among seventh-semester medical students during the period 19-09-2022 to 01-03-2024. Participants completed an OB-GYN rotation and were assigned to one of two groups based on OSCE scheduling. Group B (n = 203) took the OSCE immediately following the rotation (3–6 days post-rotation), while Group A (n = 116) took the exam at the end of the semester (5–116 days post-rotation). Group A data were from the 2022–2023 academic year, while Group B followed the new scheduling system introduced in September 2023. Performance scores were compared between groups, and surveys captured perceptions of scheduling among students, faculty, and staff.
Results: While Group B achieved a higher average OSCE score (16.38) compared to Group A (15.85), the difference was not statistically significant (p > 0.05). However, immediate scheduling was linked to a much higher attendance rate in Group B (96.7%) compared to Group A (72.96%), suggesting improved engagement. Additionally, survey data showed that students in both groups reported similar levels of stress and perceived preparation time, showing that earlier scheduling did not adversely affect them. These findings suggest that although performance scores were comparable, immediate OSCE scheduling may offer practical advantages without hurting student experience.
Conclusion:  While OSCE timing did not yield a statistically significant difference in student performance, immediate scheduling was linked to practical benefits, such as higher attendance rates. Survey responses also showed comparable stress levels and perceived preparation time between groups. These findings support flexible OSCE scheduling to increase participation and match student preferences without lowering academic standards.
 

Keywords: objective structured clinical examination, medical education, student performance, assessment timing, educational strategies
Full-Text [PDF 521 kb]   (243 Downloads)    
Article Type : Orginal Research | Subject: Medical Education
Received: 2025/01/31 | Accepted: 2025/09/9 | Published: 2025/10/1
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