Pharmacy Students' Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations
Pharmacy Students' Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations
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DOI：
10.5688/ajpe7920
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发表时间：
2020-11-01
影响因子：
3.3
通讯作者：
Caliph, Suzanne
中科院分区：
文献类型：
--
作者：
Lim, Angelina S.;Lee, Shaun Wen Huey;Caliph, Suzanne
目标。考察药学专业学生在使用交互式在线工具进行客观结构化临床考试（oses）方面的表现和看法。莫纳什欧安组织虚拟体验（MOVE）是一个在线模块，由20个药房案例场景和虚拟患者组成，在澳大利亚和马来西亚莫纳什大学校园的最后一年级药学学生中进行了试点。一种混合的方法，包括审查用户的尝试和比较成绩，收集学生管理的问卷，并举行焦点小组来检查学生的感知和表现。超过99%的学生至少尝试了一个在线案例场景，为他们最后一次面对面的OSCE做准备，81%的学生尝试了所有20个场景两次或两次以上。马来西亚校区90%的学生和澳大利亚校区70%的学生报告说，MOVE是他们准备欧安组织的一个有用的学习工具。然而，用户尝试和欧安组织成绩的原始比较并没有发现在线模块尝试和评估成绩之间的直接相关性。自我调查问卷和焦点小组结果表明，MOVE为学生提供了有针对性和有时间限制的历史记录和解决问题的技能。总的来说，学生们认为移动是一种有用的学习工具，比面对面的学习体验更少。尽管如此，学生仍然更喜欢与模拟患者面对面的OSCE实践，而不是与虚拟患者在线实践。莫纳什欧安组织虚拟体验被我们的学生认为是一种灵活而有用的在线学习辅助工具，可以帮助他们准备最后一年的欧安组织课程。然而，在线练习次数与学生的考试成绩之间没有直接联系。
Objective. To examine pharmacy students' performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students' perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students' exam grades.