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Stacy A. Kahn, David T. Rubin, Can We Improve on the “See One, Do One, Teach One” Paradigm in Training Fellows to Care for Patients With Inflammatory Bowel Disease?, Inflammatory Bowel Diseases, Volume 21, Issue 4, 1 April 2015, Pages 766–767, https://doi.org/10.1097/MIB.0000000000000337
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In 1975, Harden et al1 described the limitations of objective testing and the challenges and variability of the existing clinical assessment process commonly used in medical education. They proposed a structured clinical examination tool to assess clinical competence using standardized patients, rotation through several stations that tested a wide range of clinical and procedural skills, an increased number of examiners, standardized scoring, and an opportunity to provide valuable feedback to examiners and students. Harden and Gleeson2 further described this novel testing methodology in 1979, and coined it the “Objective Structured Clinical Examination” (OSCE). They highlighted the advantages of this testing format that allowed evaluation of procedural and physical examination skills, history taking, interpretation of test results, and more nuanced aspects of patient care such as patient education and interpersonal skills. They also note the advantages of a format where the content and complexities of the case can be modified according to training level or subspecialty focus.
