Beyond the Station: A Critical Review of Technological Innovation, Validity, and the Evolving Role of the OSCE in Modern Medical Education

Authors

  • Immam Hossin Bangladesh Medical University, (OSD), DGHS, Mohakhali, Dhaka,
  • Anika Mahfuz Resident Doctor, Radiology and Imaging, Sir Salimullah Medical College, Dhaka
  • Kazi Shantono Saiham Consultant radiologist, Doctors Care General Hospital, Brahmanbaria
  • S M Yunus Ali Associate Professor, Department of Urology, Bangladesh Medical University, Dhaka
  • Md Saiful Islam Professor, Department of Urology, Bangladesh Medical University, Dhaka
  • Kamrun Nahar Professor of Forensic Medicine, International Medical College
  • SM Ear-E Mahabub Associate Professor, Department of Cardiology, Bangladesh Medical University (BMU), Dhaka
  • Md Rasel Ahmad Assistant Professor, Medical Education, Department of Public Health and Informatics, Bangladesh Medical University, Dhaka

Keywords:

OSCE, medical education, clinical skills assessment, technology-enhanced assessment, virtual OSCE, validity, reliability, programmatic assessment, workplace-based assessment

Abstract

Background: The Objective Structured Clinical Examination (OSCE) is a widely used method for assessing clinical competence, but its validity and role in modern medical education are increasingly debated. The rapid integration of technology and the shift toward longitudinal assessment models necessitate a critical re-evaluation of the OSCE's function. Methods: This narrative review synthesises evidence from a comprehensive analysis of the literature on OSCEs, focusing on technological innovations, psychometric properties, and assessment frameworks. A thematic analysis was conducted on peer-reviewed articles, systematic reviews, and consensus statements retrieved from databases such as PubMed, Scopus, and Web of Science, with a particular emphasis on publications from the last five years to capture current trends. Results: The review identifies three major themes. First, technology, including virtual OSCEs (vOSCEs), virtual reality, and digital scoring systems, is transforming assessment delivery and feedback, though vOSCEs face limitations in evaluating physical examination skills. Second, while OSCEs offer standardisation, concerns persist about their authenticity and construct validity, prompting a need for a more nuanced, evidence-based approach to validity arguments. Third, the future of assessment lies in programmatic models, where the OSCE serves as one component, triangulated with workplace-based assessments like DOPS, to make holistic, high-stakes decisions about competence. Conclusion: The OSCE must evolve from a standalone, high-stakes examination to a dynamic, technology-enhanced element within a broader programmatic assessment framework. This integrated approach leverages the OSCE's strengths in standardisation while addressing its limitations through authentic, workplace-based observations, ensuring a more valid, reliable, and educationally sound evaluation of clinical competence.

BJME: Vol.-17, Issue-02, July, 2026: 49-55

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Published

2026-07-16

How to Cite

Beyond the Station: A Critical Review of Technological Innovation, Validity, and the Evolving Role of the OSCE in Modern Medical Education. (2026). Bangladesh Journal of Medical Education, 17(2), 49-55. https://doi.org/10.3329/bjme.v17i2.91792

Issue

Vol. 17 No. 2 (2026)

Section

Original Articles

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No part of the materials published in this journal may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. Reprints of any article in the Journal will be available from the publisher.

How to Cite

Beyond the Station: A Critical Review of Technological Innovation, Validity, and the Evolving Role of the OSCE in Modern Medical Education. (2026). Bangladesh Journal of Medical Education, 17(2), 49-55. https://doi.org/10.3329/bjme.v17i2.91792