Jaypee Brothers Medical Publishers (P) Ltd.

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© 2014, Jaypee Brothers Medical Publishers

The views and opinions expressed in this book are solely those of the original contributor(s)/author(s) and do not necessarily represent those of editor(s) of the book.

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Medical knowledge and practice change constantly. This book is designed to provide accurate, authoritative information about the subject matter in question. However, readers are advised to check the most current information available on procedures included and check information from the manufacturer of each product to be administered, to verify the recommended dose, formula, method and duration of administration, adverse effects and contraindications. It is the responsibility of the practitioner to take all appropriate safety precautions. Neither the publisher nor the author(s)/editor(s) assume any liability for any injury and/or damage to persons or property arising from or related to use of material in this book.

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First Edition: 2014

It is indeed an honor and privilege for me to pen a few words in this commendable publication titled OSCE for Clinical Dental Sciences. I would like to congratulate the authors for a job well done.

Objective Structured Clinical Examination or OSCE, as it is commonly known, was first introduced by Harden and Gleeson (1979) in the field of medical education. Over the years, OSCEs have become a prototype for assessing competency as performance-based assessment for most health professional courses. Despite three decades of its existence and evolution, OSCE as a method of assessment, is yet to be implemented in many dental schools. The globalization of healthcare delivery and international recognition of dental professionals will require dental schools with the traditional teaching and assessment methods to move towards a student-centered learning and outcome-based curriculum. This requires the implementation of OSCEs as a performance-based assessment, in order to assess the integrated knowledge and soft skills. Our observation and feedback from our students as well as interaction with others in the profession highlighted that very few books help the student in preparing for such an assessment. This has been our inspiration behind attempting this book.

As is the case with any book, the genesis and motivation to produce this book came out of our teaching and mentoring roles. We have learned much from our students and we hope this book provides some useful information to future dental students. We wish to acknowledge all our patients, who have silently played their role in modifying our lives as learners and teachers.