How Medical University Lecturers Learn to Conduct OSCE: 5 Training Sessions Behind, Implementation Ahead

A five training sessions on organizing the Objective Structured Clinical Examination (OSCE) was recently held in Lviv for all our pilot medical universities and nursing institutions. The training was led by an experienced instructor, Dr. Dmytro Konkov, professor, director of the Scientific and Educational Institute of Innovative Medical and Educational Technologies at the Shupyk National University of Health of Ukraine. He is also the secretary of the Ukrainian Association of Medical Educational Simulation Technologies and co-author of training manuals and methodological guidelines, including “Creating a Simulation Center: Principles and Guidelines” and “Organization and Conducting of OSCE”. This article explores how the training went and why mastering OSCE is crucial for modern higher education institutions.

Why This Exam Is Important and How to Organize It

The OSCE (Objective Structured Clinical Examination) is a format designed specifically for medical students. Unlike traditional exams that rely on theoretical knowledge, OSCE assesses practical skills. During the exam, future doctors interact with simulators, mannequins, medical equipment, and standardized patients. They conduct patient interviews and comprehensive examinations, develop treatment plans, analyze test results, perform medical procedures, and provide recommendations on treatment and prevention.

OSCE is an exam that is hard to imagine without in modern medical education as it allows for a more comprehensive assessment of students’ competencies, focusing on clinical skills rather than just theoretical knowledge, as is the case with written or oral exams.

As part of the Swiss-Ukrainian project “Medical Education Development”, we support the advancement of simulation-based learning and OSCE implementation. We provide educational opportunities for university administrators, simulation center managers, lecturers, and all those involved in the process. Organizing such training sessions is one of our top priorities.

“This training, particularly its practical component, highlighted the importance of collective learning in conducting OSCEs. Some of the tasks we simulated and later assessed using checklists revealed different perspectives on processes and student evaluations. Therefore, synchronizing all processes for exam preparation is critical, and it can only be achieved at live events and meetings like this,” summarized Olena Ihnashchuk, the medical education coordinator of our project.

How Universities Improved Their OSCE Implementation Skills

When preparing the training sessions, Dr. Konkov focused on the practical mastery of OSCE standards and procedures. Key topics included ensuring transparency in assessment, effective coordination among exam participants, developing clinical scenarios, integrating standardized and virtual patients, and identifying and resolving issues in exam preparation and administration. Participants also completed practical exercises on assessment, communication within the OSCE framework, and standardized procedures.

Over the two-day training, teams built OSCE clinical stations, analyzed scenarios from colleagues at other universities, developed their own scenarios, and practiced using checklists.

One participant shared their feedback:

“An incredibly interesting and intense training. The trainer is a true expert and an excellent speaker. The information was well-structured and relevant, and the practical sessions reinforced each theoretical section. Everything was at the highest level. I sincerely thank the organizers and the trainer. I look forward to future collaboration.”

Another participant reflected on the training from a more practical perspective:

“I gained new knowledge on scenario development, checklist creation, building a scenario bank, and structuring OSCE stations. The training helped me systematize my understanding of the OSCE matrix. The group work was engaging, and networking with colleagues from other universities allowed me to reflect on my own work, recognizing both strengths and areas for improvement.”

For participants with less experience in organizing OSCEs, a specialized program was developed and adapted. It covered key aspects of exam preparation, including clinical scenario development, station setup, problem-solving strategies, and selecting assessment tools for clinical competence and communication skills.

In addition to practical training and mastering key exam organization elements, one of the most valuable aspects of the event was the exchange of experiences among representatives of different universities—a benefit that participants highlighted repeatedly in their feedback.