ABSTRACT
Purpose:Toascertaintheeffectivenessoftheclinical,tutorial-basedcomponentofteachingandtheclinical
assessmentmethodintheBachelorofMedicalImagingScienceatCurtinUniversityofTechnology(CUT),Perth,
WesternAustralia.
MaterialsandMethods:Inmid-2006,second-andthird-yearstudentsenrolledinCUT’sMedicalImagingScience
degreewereaskedtocompleteaquestionnaireassessingtheObjectiveStructuredClinicalExamination(OSCE)
evaluationprogramandclinicalteaching.Thirty-threeof57studentsansweredquestionsaboutdemographicsandtheir
opinionsofthelaboratorysessions,clinicalplacementsandtheOSCEs.
Results:Seventy-sixpercentofstudentsweresatisfiedwiththeirlaboratorysessionsandclinicalplacements.
Sixty-fourpercentofrespondentsindicatedthattheOSCEwasnotanobjectiveevaluation,but82%ofstudentsfeltthe
OSCEwasaneffectivetestoftheirradiographyskillsandknowledge,andbelievedthattheywereabletoevaluateand
careforapatientduringtheOSCE.
Conclusion:Overall,thesurveyedstudentsbelievedthatthepracticalskillsexploredinlaboratorysessionshelped
improveclinicaltrainingoutcomes;however,only33%ofthestudentsweresatisfiedthattheOSCEwasanappropriate
assessmentoftheirclinicaltraininginhospitals.©2011BiomedicalImagingandInterventionJournal.Allrights
reserved.
Keywords:OSCE,clinicalprogram,laboratorysessions,medicalimagingeducation.