COMPETENCIES OF HIGHER MEDICAL EDUCATION STUDENTS IN SIMULATION-BASED LEARNING: A COMPARATIVE ANALYSIS OF OSCE RESULTS WITHIN THE EDUCATIONAL PROGRAM “MEDICINE”
DOI:
https://doi.org/10.32782/eddiscourses/2026-2-1Keywords:
OSCE, simulation-based learning, clinical competencies, medical education, ECG interpretation, assessment.Abstract
Objective. To conduct a comparative analysis of the level of acquisition of practical skills at different stations of the Objective Structured Clinical Examination (OSCE) in order to evaluate the quality of training of students enrolled in the “Medicine” educational program. Materials and Methods. OSCE results from 2025 were analyzed for the “Medicine” program (Medical Faculties No. 1 and No. 2) at O.O. Bogomolets National Medical University (n=1039). Assessment was performed across simulation stations covering procedural, diagnostic, and communication skills. For each station, mean values, standard deviation, median, interquartile range, and 95% confidence intervals were calculated. A comparative analysis between stations was conducted, including the proportion of students with scores below 60 points and pairwise comparisons of station results. Results. The overall mean score was 179/200. Most station means exceeded 90%. The highest performance was observed in blood group determination (95.23), minor procedures (94.78), trauma care (94.49), and physical examination (93.96). The lowest results were recorded for ECG interpretation (77.73) and patient history taking in internal medicine (80.10). The greatest variability was observed in ECG interpretation (SD=22.49; IQR=35). The highest proportion of scores <60 was found in history taking and ECG interpretation stations. Correlation analysis revealed no significant relationships between performances across different stations. Conclusions. The overall level of training is high; however, a clear imbalance between clinical competencies was identified. Procedural and algorithm-based skills are the most developed, whereas cognitive competencies (ECG interpretation and clinical reasoning) remain the most vulnerable. The independence of performance across stations supports the need for a differentiated educational approach, with strengthened training in identified weak areas and individualization of learning trajectories.
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