🔬 In our recent pilot study, we introduced OSATS (Objective Structured Assessment of Technical Skills)—a structured video-based evaluation method originally designed for medical education—to assess suturing and scaling skills in dental residents.
🎯 What sets OSATS apart?
It minimizes subjectivity through standardized checklists and global rating scales, ensuring fairness across the board.
✅ No bias from gender or prior familiarity between evaluators and trainees—just skill and performance
âś… Inter-rater agreement reached an ICC of 0.99
âś… 88% of residents expressed satisfaction with this method
✅ Scores were linked to specialty (Periodontics) and seniority—not identity or personal impressions
✅ Thanks to clearly defined checklists, assessors’ scoring is guided by structured criteria—not assumptions or intuition
âś‹ This method judges the precision of hands at work, not the faces behind them
💬 Isn’t it time we shifted from impression-based assessments to structured, objective measures?
I invite colleagues to share insights, challenges, and possibilities for applying OSATS—or similar approaches—to other clinical domains.
OSATS #ClinicalSkills #DentalEducation #BiasFreeAssessment #Periodontics #EvaluationMatters #ResearchGateDiscussion
https://pubmed.ncbi.nlm.nih.gov/37990200/
This is a difficult question, but I think there is a classic scheme to become a good doctor.
Firstly, you need a special genotype. Being a doctor is a calling.
Secondly, teacher will teach you to think about the patient and take care of him, and not just follow the clinical protocol that is perceived as a negative trend, implying a loss of empathy and a lack of focus on the genuine well-being of patients. This is very common these days.
And thirdly, of course, you need a kind heart - without it, it is impossible to sincerely help people.
Conclusion. Therefore, only if all three of these factors are present, a university education provides a fundamental basis for students.
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