{'fraction_non_alphanumeric': 0.0323846908734053, 'fraction_numerical': 0.017664376840039256, 'mean_word_length': 5.219512195121951, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
[Using Objective Structured Clinical Examination (OSCE) across different levels of pediatric training].

BACKGROUND
To evaluate professional competences is the main goal of every training program; the Objective Structured Clinical Examination (OSCE) is a useful tool for this task.


OBJECTIVE
We describe OSCE administration across three different levels of pediatric training (postgraduate, internship and graduate medical education).


METHODS
Regarding the most common pediatric scenarios, knowledge, clinical judgment and communicational skills were evaluated.


RESULTS
In the postgraduate setting OSCE was used for the last 8 years, testing 330 students, and passing 60%-82% of them. In the internship setting OSCE was used for the last 2 years, testing 12 students, and passing 84% of them. In the medical school setting OSCE was used just once, testing 15 students, and passing 93.4% of them.


CONCLUSION
Despite logistic issues, OSCE could be administered across three different levels of pediatric training.