of OSCE are: Broader content coverage: Unlike the conventional short or long case examination format, multi-station OSCE allows broader content and domain coverage. Decreased bias: Student performance in each station is marked by independent examiners on a predetermined marking template that is customized to each patient scenario, thus reduces the variability of examination. Practicability: OSCE allows the use of simulated patients and clinical materials, thereby decreasing the need for real patients during the examination. Disadvantages The disadvantages of OSCE are: Fragmentation of tasks: OSCE is often criticized for fragmenting a physician’s task as the candidates are asked to focus on a particular task, thus potentially undermines what a physician is expected to do in real life. Construct invalidity: OSCE is based on a predefined list of activities that a candidate is required to perform during the examination. However, this may not be a true reflection of how a competent and experienced physician works in real life. Preparation time and budget: The preparation time for simulated patient (SP)-based OSCE is longer, as it includes script writing, training, and pilot testing. It may take several sessions for an SP to become familiar with the case and realistically portray the findings in a consistent manner. The increased budget needed to run a successful SP program is also a valid concern. OSCE marking Marking in OSCEs is done by the examiner. Occasionally written stations, for example, writing a prescription chart, are used and these are marked like written examinations, again usually using a standardized mark sheet. One of the ways an OSCE is made objective is by having a detailed mark scheme and standard set of questions. For example, a station concerning the demonstration to a simulated patient on how to use a metered dose inhaler [MDI] would award points for specific actions which are performed safely and accurately. The examiner can often vary the marks depending on how well the candidate performed the step. At the end of the mark sheet, the examiner often has a small number of marks that they can use to weight the station depending on performance and if a simulated patient is used, then they are often asked to add marks depending on the candidates approach. At the end, the examiner is often asked to give a "global score". This is usually used as a subjective score based on the candidates overall performance, not taking into account how