Declarative
Y	Functioning
Y	Take Time to Set
Y	Take Time to Answer
Y	Take Time to Correct
Y	Take Time to provide Feedback
	Suitable for Large Class
	Can substitute with Computers
	Passive
Y	Active
Y	Process Oriented Method
Y	Product Oriented Method
P = Possibly    Y =Yes

• Provides a uniform marking scheme for examiners and consistent examination scenarios for students.
• It provides an authentic way to assess medical students including pressure from patients.
• Generates formative feedback for both the learners and the teaching program. Immediate feedback collected may improve students' competency at subsequent stations and even enhance the quality of the learning experience.
• Minimizes the effect of cueing: When students go to a station, they will need to diagnose patients' problems or carry out some clinical procedures. When they go to a subsequent station, they have to answer some questions relevant to their diagnosis or clinical tasks. However, students cannot go back to correct any mistakes or omissions on what they did in the previous station.
• More students can be examined at any one time. When a student is carrying out a procedure, another student who has already completed that stage is answering the question at another station.
• In the Objective Structured Clinical Examination, the setting is more controlled (only two variables exist: the patient and the examiner) and a more objective assessment of the student's clinical competency can be made.
• Provides more insights about students' clinical and interactive competencies.
• It can objectively assess other important aspects of clinical expertise, such as physical examination skills, interpersonal skills, technical skills, problem-solving abilities, decision-making abilities, and patient treatment skills

• It requires an extensive amount of organising.
• It is expensive in terms of manpower, resources and time (such as number of examiners, patients, and even space of examination room)
• It may discourage students from looking at the patient as a whole because the students' knowledge and skills are being put into compartments.
• The assessment examines a narrow range of knowledge and skills and does not test for history-taking competency properly. Students only examine a number of different patients in isolation at each station instead of comprehensively examining a single patient.

Steps in developing an Objective Structured Clinical Examination:

1. Decide the types of skills to be examined
2. Decide the types of assessment (such as a uniform checklist)
3. Consider the number of skill assessment stations needed (it is recommended to have 10 to 15 stations, and six minutes for each station) because the length of the examination is determined by the number of assessment stations and the time each candidate will spend at each station.
4. Allocate resources for the examination (such as space for examination rooms, marking sheets and plastic models)
5. Prepare the staff resources needed (including examiners, timekeepers and patient/volunteers)
6. Determine/arrange the day/period of exam
7. Conduct a review/evaluation of the arrangement of the exam after it is over
8. To design concise marking schemes that focus on actions that distinguish between good and poor performance
9. To provide marking scheme instructions on what students would do at each station for the examiners
10. To provide instructions which outline exactly the task required at each station for students

Below is a sample of the OSCE rubric: