Dr. Sachin Kale, Department of Orthopaedics, Dr D Y Patil School of Medicine, Navi Mumbai, Maharashtra, India. E-mail: sachinkale@gmail.com
Abstract
Background Assessment of clinical competence in orthopaedics has traditionally relied on long-case examinations, short-case presentations, and viva voce assessments. Although these methods evaluate theoretical knowledge and bedside skills, they are often associated with examiner bias, variability in case complexity, and inconsistent scoring patterns. The Objective Structured Clinical Examination (OSCE) was developed to provide a more structured, objective, and standardized approach for assessing clinical competence in medical education.
Objective To review the role, structure, applications, advantages, and limitations of OSCE in orthopaedic practical examinations and to evaluate its impact on competency-based orthopaedic training.
Methods This narrative review analyzes the application of OSCE in orthopaedic education based on published literature and current assessment practices. The review focuses on the organization of orthopaedic OSCE stations, assessment domains, checklist-based evaluation methods, and their educational significance in undergraduate and postgraduate orthopaedic training.
Results Orthopaedic OSCEs commonly consist of multiple timed stations designed to assess musculoskeletal examination skills, trauma management, radiological interpretation, procedural competence, implant and instrument identification, communication skills, and clinical decision-making. OSCE provides standardized assessment through predefined scoring rubrics and structured examiner checklists, thereby improving objectivity, reliability, and reproducibility. Simulation models, standardized patients, and procedural stations enhance the practical relevance of the examination. Despite its advantages, OSCE remains resource-intensive and requires trained faculty, careful organization, and substantial logistical support.
Conclusion OSCE represents a major advancement in orthopaedic practical assessment by enabling comprehensive evaluation of clinical, procedural, and communication skills in a structured and objective manner. It overcomes many limitations of conventional examination methods and supports competency-based medical education. With increasing integration of simulation technology and digital assessment tools, OSCE is expected to play an even greater role in improving orthopaedic training and ensuring clinical preparedness among trainees.
Keywords Objective Structured Clinical Examination (OSCE); Orthopaedics; Practical Examination; Clinical Competence; Medical Education; Trauma Assessment; Musculoskeletal Examination; Procedural Skills; Simulation-Based Assessment; Competency-Based Training.
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