The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam

Abstract

Conducting an objective structured clinical exam (OSCE) to assess a student's clinical competency is a complex and dynamic process that requires more than just academic input due to the intricate logistical and technical requirements. Such complexity necessitates the involvement of professional staff, who work collaboratively with academic staff in planning and conducting the OSCE itself often having direct contact with students leading up to and during the exam. This chapter presents a case study to highlight the integral role of professional staff in the assessment of students undertaking an OSCE at an Australian university. The OSCE process involves a multiplicity of roles and skills, blurring the lines between traditional academic and professional staff boundaries, creating a partnership that arguably promotes mutual respect for the expertise of both roles in higher education. The technical, curriculum, and administrative expertise of professional staff is vital to running an effective OSCE, with professional staff often assuming leadership responsibilities during an OSCE to ensure a positive experience for the student. This level of expertise is often unrecognised by those outside the OSCE process, yet is essential to the quality and integrity of the OSCE and to the professional identity of the staff involved. This chapter unpacks the nature of the work and expertise involved in designing, developing, and delivering an OSCE and the range of qualities and skills required to ensure a successful experience for students.