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Professional and Support Staff in Higher Education pp 1–17Cite as

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

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Part of the book series: University Development and Administration ((UDAA))

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.

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Authors and Affiliations

  1. Deakin University, Geelong, Victoria, Australia

    Darci Taylor

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  1. Darci Taylor
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Correspondence to Darci Taylor .

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Editors and Affiliations

  1. Tasmanian Institute of Learning and Teac, University of Tasmania, Hobart, Tasmania, Australia

    Carina Bossu

  2. Tasmanian Institute of Learning and Teac, University of Tasmania, Hobart, Tasmania, Australia

    Natalie Brown

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Taylor, D. (2018). The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam. In: Bossu, C., Brown, N. (eds) Professional and Support Staff in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-1607-3_4-1

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  • DOI: https://doi.org/10.1007/978-981-10-1607-3_4-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-1607-3

  • Online ISBN: 978-981-10-1607-3

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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Chapter history

  1. Latest

    The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
    Published:
    30 October 2018

    DOI: https://doi.org/10.1007/978-981-10-1607-3_4-3

  2. The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
    Published:
    30 June 2018

    DOI: https://doi.org/10.1007/978-981-10-1607-3_4-2

  3. Original

    The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
    Published:
    14 November 2017

    DOI: https://doi.org/10.1007/978-981-10-1607-3_4-1

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