Browsing by Author "Vicencio-Clarke, Scarlett"
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Publication Advancing the assessment of clinical competence in Latin America: a scoping review of OSCE implementation and challenges in resource-limited settings(2025) Armijo-Rivera, Soledad; Fuenzalida-Muñoz, Brenda; Bozzo-Navarrete, Sergio; Kunakov, Natasha; Sanhueza, Jacqueline; Cornejo, Carla; Vicencio-Clarke, Scarlett; Miranda-Hurtado, Cesar; Elbers-Arce, Alexandra; Shibao-Miyasato, Hector; Soublette, Alix; Sandoval, Ana María; Cicibel Casas-Bueno, Fresia; Delgado, XimenaBackground Objective Structured Clinical Examination (OSCE) is important to assess clinical competencies in health professions. However, in Latin America, a region with limited resources, the implementation and quality of OSCEs remain underexplored despite their increasing use. This study analyses how the OSCE has been applied and how its quality has evolved in Latin America. Methods A scoping review methodology was used, including a search across PubMed, Scopus, WOS, LILACS and Scielo, including studies on the implementation of OSCE in Latin America, written in English, French, Portuguese, or Spanish. Their quality was assessed using the AMEE guidelines 81 and 49 criteria and MMERSQI. Data were extracted regarding OSCE structure, evaluator training, validity, reliability, and the use of simulated patients. Results 365 articles were obtained, of which 69 met the inclusion criteria. The first report on OSCE implementation in the region dates back to 2000. Three countries accounted for 84.06% of the reports (Chile, Mexico, Brazil). 68.12% was applied in undergraduate programs. In this group, the implementation was mainly in Medicine (69.57%), with lesser use in physiotherapy (7.95%) and nursing (2.9%). The number of stations and duration of each varied, with 18-station circuits being the most common. Evidence of validity and reliability of the OSCE was reported in 26.09%, feedback to students in 33,33%, and simulated patient training in 37.68% of the reports. A notable trend in the quinquennial analysis is the increased use of high-fidelity simulations and the shift towards remote OSCEs during the pandemic. The inclusion of inactive stations, inadequate training for simulated patients, and the absence of evidence supporting instrument validation are recurrently reported challenges in OSCE studies. The overall methodological quality has improved, as evidenced by OSCE Committee and Blueprint in nearly 50% of the studies and rising MMERSQI scores, especially in recent years.Publication Educational research on medical residency programs in Chile: a scoping review and analysis of the impact of the new accreditation policy(2024) Marín Donato, Katherine; Armijo-Rivera, Soledad; Cantariño Pérez, René; Vicencio-Clarke, Scarlett; Ramírez-Delgado, Paulina; Triviño Bonifay, Ximena; Díaz-Guío, Diego Andrés; Acuña Mujica, CarolinaBackground Accrediting medical specialties programs are expected to influence and standardize training program quality, align curriculum with population needs, and improve learning environments. Despite global agreement on its necessity, methods vary widely. In the Chilean context, a recent new accreditation criteria includes research productivity in relation to educational research on resident programs, so we aimed to define it. What is the profile of publications in educational research produced by Chilean medical specialty residency programs in the last five years? Based on these results, we intend to analyze the potential impact of the new accreditation policy on medical specialty programs in Chile. Methods We performed a preliminary bibliometric search to identify the use of the term “resident” in literature. After that, we conducted a literature search, using a six-step approach to scoping reviews, including the appraisal of the methodological quality of the articles. Results Between 2019 and 2023, an average of 6.2 articles were published yearly (19%). The bibliometric analysis revealed that the dominant thematic area of the journals was clinical, accounting for 78.1%. Most articles focused on residents (84.38%), with only two articles including graduates as participants. One university was responsible for 62.50% of the articles and participated in all multicenter studies (9.38%). Surgical specialties produced 15 research articles focused on procedural training using simulation. Psychiatry was the second most productive specialty, with 5 articles (15.63%) covering standardized patients, well-being, and mental health assessment. The most frequent research focus within residency programs over the five-year period was teaching and learning methodologies, with 19 articles representing almost 60% of the total analyzed. Conclusions Research on medical education in Chile’s postgraduate residency programs is limited, with most studies concentrated in a few universities. The new accreditation criteria emphasize educational research, posing challenges for many institutions to meet higher standards. Understanding unexplored areas in educational research and learning from successful programs can enhance research productivity and align efforts with accreditation expectations. Continuous evaluation and new research on residents’ satisfaction, skills acquisition, and well-being are needed to ensure training quality and accountability.Publication Using the OSCE to assess medical students’ communication and clinical reasoning during five years of restricted clinical practice(2025) Armijo-Rivera, Soledad; Zamorano Saavedra, Catalina; Vicencio-Clarke, Scarlett; Behrens Pérez, Claudia; Pérez-Villalobos, CristhianBackground Objective and Structured Clinical Examination (OSCE) is a widely used evaluation method for health profession students. In Chile, physicians OSCEs have incorporated clinical reasoning and patient-centered communication assessment since 2015. The overall impact of the COVID-19 pandemic on undergraduate medical clinical practice remains unknown, in particular whether this context disproportionately affected lower-income regions, as was the case analysed in this study. Aim This research compares the OSCE patient-centered communication and clinical reasoning results among five cohorts of intermediate-level medical students with restricted clinical practice in Chile. Methods We designed an observational study analyzing five cohorts of fourth-year medical students with different clinical practice opportunities, with 3rd to 4th-year progression analysis in two cohorts. Adaptations to compensate lack of clinical practice hours include high-fidelity simulation and theoretical discussion of clinical cases, as well as formative OSCE at third-year level in two cohorts. Communication in OSCE was assessed using the Communication Assessment Tool (CAT) and Clinical Reasoning (CR) with a register form (that includes a global score, History Taking, Differential Diagnosis, and Therapeutic Plan subscores). Descriptive statistics and central tendency measurements were applied to analyze CAT and CR scores, along with Kruskal-Wallis tests and Wilcoxon’s test for paired sample analysis. Findings The 2018 cohort shows the lowest results in both variables although it was the cohort with more clinical practice opportunities. The higher CAT result was in the 2021 cohort, while the 2022 cohort exhibited a significantly higher CR score (p < 0.05). There is a linear tendency to grow over the years for both measures. The 2023 cohort shows significant improvement between third-year and fourth-year OSCEs in all items of CAT and a detriment in CR, while the 2022 cohort shows a significant increment in CR and four items of CAT (p < 0.05). Conclusion The students with fewer hours of clinical practice showed similar CR and communication results to the prepandemic group, probably because of the adaptations implemented. Simulation was an effective alternative.