OSCE prep info

Purpose: To overview the upcoming OSCE for the Child Language Intervention module.
Content: Focus on preparation and expectations; details regarding sign-up not covered in this video.

Objective Structured Clinical Exam (OSCE): A clinical performance assessment in a simulated environment.
- Skills Demonstration: A real demonstration of clinical skills and reasoning within a structured setting.
- Assessment Focus: Examiners evaluate both clinical skills and clinical reasoning abilities.
- Authenticity: Designed to replicate situations experienced during clinical placements, allowing for practice and feedback prior to direct client interaction.

Tasks: Completion involves two main tasks:
- Task 1: Goal Setting
- Involves setting goals for intervention in collaboration with a child's parent or carer using a specific case study.
- Task 2: Intervention Planning
- Involves presenting an intervention plan to a practice educator based on a different case study.
Roles: Participants will assume the role of a student speech pathologist, with the examiner acting as the parent/carer in the first task and as the practice educator in the second.
Reflection: After completing tasks, students will reflect on their performance with the OSCE examiner.

Traditional Oral Exams: Focus on oral question-answer sessions, typically not based on case studies.
VIBRA Exams: May involve case studies but lack the simulated interaction aspect of the OSCE.
Simulation Context: OSCE provides a unique interaction-based assessment.

Duration: 7-8 minutes
Purpose: Identify and establish goals for an upcoming intervention block with the child’s parent or carer.
Expected Actions:
- Discuss primary concerns related to the child’s communication and parental priorities for intervention.
- Provide feedback on previous assessment findings and outcomes from previous therapy sessions, ensuring it’s comprehensible for parents.
- Collaborate to identify 2-3 specific, measurable, achievable, relevant goals for intervention.
- Goals should target specific communication or language behaviors within a defined context (who, where, when).
- Notes taken during the interaction must be shown to the examiner as evidence of the collaborative process.

Specific: Clearly defined target behaviors that signify an expected communication outcome.
Measurable: Potential methods or criteria to evaluate the achievement of said goals without needing numerical percentage attainment (can still indicate ways to quantify success).
Accessible: Goals must be understandable and collaboratively set with the parent or carer.

Engage the parent or carer actively during discussions.
Use effective dialogue instead of just presenting information.
Expects to elicit detailed information from parents and ask clarifying questions when necessary.
Goals must reflect both the clinician’s expertise and family priorities.

Strategy: Upon receipt of case information, consider potential goals based on understanding the child’s situation while also preparing questions for the family.
Flexibility: While having drafts of potential goals, being open to parental input is essential to ensure a collaborative outcome.

Key Areas for Evaluation:
- Effective negotiation and establishment of appropriate intervention goals.
- Comprehensive discussion of parent’s concerns and needs based on case information.
- Identification of 2-3 goals that are specific, measurable, and client-centered.

Duration: 7-8 minutes
Purpose: Explain and demonstrate a planned speech pathology intervention activity for a child client to a practice educator.
Expected Actions:
- Present a written session plan, discussing your rationale and procedures.
- Describe or demonstrate the activity planned for the initial session with the client.
- Discuss potential modifications to the activity based on client performance.
- Indicate how data will be collected during the session to measure progress and justify clinical decisions made.

Emphasize the alignment of session goals with longer-term client objectives based on case study information.
Preparation: Documentation of session plans is crucial, using prescribed templates and outlining activity details comprehensively.

Key Areas for Evaluation:
- Ability to plan, describe, justify, and critique speech pathology interventions.
- Ensuring activity appropriateness, ethical considerations, and relevance to client needs.
- Inclusion of critical elements such as procedure, contingencies, hierarchies, and data collection methods.

Verbal Reflection: Post-task discussion with the examiner where students identify strengths and areas for development.
Reflection Framework: Using the Start-Stop-Continue model for structuring feedback related to both tasks.
Evaluation Criteria: Insightful reflections that indicate critical assessment of personal performance and recognition of future improvement opportunities.

Teaching Weeks: Build content knowledge and complete readings, reviewing case studies available in class.
Practice Recommendations:
- Engage with referenced cases and role-play tasks with peers to build comfort and skills.
- Work through specific practice cases available in the assessment folder.

Receiving Cases: Cases provided via Brightspace, with emphasis on applying learned knowledge to specific scenarios.
OSCE Appointment Scheduling: Each student will have a 20-minute appointment with an examiner; time management is critical, with reminders at 7 and 8 minutes.

Required Items:
- Attend the appointment in clinical uniform and bring identification.
Platform: Sessions will be conducted via Zoom; make sure to log in early to check functionality.
Documentation: No formal paperwork submission required; evidence will include notes taken during the goal-setting session and a displayed session plan during the intervention planning.

Preparation Tips: Engage with all available materials, including readings and case studies.
Use of References: Adjust the complexity of references based on the audience when speaking to parents vs. practice educators.
Screen Sharing: Allowed and encouraged for accessing session plans or demonstrating activities.
Time Management: Examiners will monitor time, providing warnings and enforcing limits to maintain order.

The completion of the OSCE brings feedback tailored to enhance clinical skills necessary for future practical placements.