Published in PLOS One on 2026-08-26, this study is presented as an attributed evidence briefing. The excerpts below are the original researchers’ words, reproduced under their Creative Commons Attribution licence. Health Signal has selected the abstract and, where needed, opening background paragraphs; the complete methods, results, limitations and references remain in the linked paper.
Original authors: Zerihun Demessie Dilebo, Bekana Fekecha Hurissa, Kebenesa Angasu Kitaba, Rano Piryani, Christmal Christmals, Rizwan Jouhar, Hamid Reza Baradaran, Ayse Hilal Bati
Source: PLOS One • DOI 10.1371/journal.pone.0356551
Read the complete primary study ↗ · Creative Commons Attribution licence
From the researchers
Abstract
The Objective Structured Clinical Examination (OSCE) is a well-known clinical skill evaluation tool that has been applied worldwide to teach and assess learners’ competencies in healthcare disciplines. Poor implementation of OSCE can lead to inaccurate assessments and ultimately result in the production of incompetent professionals. However, there is no evidence of the implementation status and factors that limit the much-needed OSCE practice in the study area.
To assess OSCE implementation among midwifery and nursing educators in the South and Central region of Ethiopian universities, 2023.
An institution-based cross-sectional study with a mixed approach was used among 269 midwifery and nursing educators and 15 key informants from 8 May to 10 June 2023. All midwifery and nursing educators were included from randomly selected 4 universities in southern and central Ethiopia. Quantitative data were collected using pretested self-administered questionnaires and were analyzed using descriptive statistics and logistic regression. With a p-value of less than 0.05, which denotes statistical significance, a corresponding 95% confidence interval (CI) was calculated. Qualitative data was collected through in-depth interviews and analyzed using open-code software Version 4.02, and findings were used to support quantitative findings.
A total of 260 (97%) educators participated in this study, and 43.5% (95% CI 37.4–49.5) of them had a good OSCE implementation. Training in OSCE (AOR = 2.07, 95% CI 1.03–4.17), having an OSCE checklist (AOR = 1.89, 95% CI 1.05–3.42), having equipment (AOR = 2.36, 95% CI 1.03–5.39) and negative perceptions toward OSCE (AOR = 0.53, 95% CI 0.31–0.92) were significantly associated, and poor organization and planning, perceptions towards OSCE, shortage of resources and insufficient number and duration of the station were found by qualitative study.
Less than half of educators have had a good OSCE implementation. Training, equipment, checklists, and perceptions highlight issues such as poor organization and planning, resource, and time allocation stations found as influencing factors. In addition to improving in-service and ongoing OSCE training, it is preferable to ensure the availability and accessibility of resources in the facilities to improve OSCE implementation.
Introduction
The Objective Structured Clinical Examination (OSCE) is a globally recognized, multipurpose evaluative tool designed to assess the clinical competency of healthcare professionals with a high degree of objectivity and reliability [1,2]. Since its introduction in 1975, the OSCE has been widely adopted in medical, nursing [3], and midwifery education as a robust method for teaching and evaluating clinical skills such as history-taking, physical examination, communication, and procedural competence at multiple stations within a specified time frame, and students rotate through stations, observed one-on-one by examiners using simulators [4–7].
Reading this evidence
Use the full paper to check the study design, participant selection, comparator and outcome definitions before drawing a practical conclusion. An association does not by itself show cause and effect. A reported performance measure needs its denominator and uncertainty. A finding from a particular facility, sample or time period should retain that scope when it is discussed elsewhere.
This briefing makes the source accessible within the wider research & evidence desk. It does not assess an individual patient or certify a product. When considering relevance to another health system, examine the original authors’ account of context and limitations, then seek local implementation evidence. The related reporting below provides other studies to read alongside this one; it is a topic connection, rather than a claim that their results are directly comparable.
© 2026 Zerihun Demessie Dilebo, Bekana Fekecha Hurissa, Kebenesa Angasu Kitaba, Rano Piryani, Christmal Christmals, Rizwan Jouhar, Hamid Reza Baradaran, Ayse Hilal Bati. Excerpts reproduced under CC BY. Selection, formatting and contextual notes by Health Signal. The researchers are the authors of the source study, not members of Health Signal’s staff.
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