ASSESSMENT OF CLINICAL COMPETENCE USING OBJECTIVE STRUCTURED EXAMINATION
ASSESSMENT OF CLINICAL COMPETENCE USING OBJECTIVE STRUCTURED EXAMINATION
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DOI：
10.1136/bmj.1.5955.447
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发表时间：
1975-01-01
影响因子：
--
通讯作者：
WILSON, GM
中科院分区：
文献类型：
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作者：
HARDEN, RM;STEVENSON, M;WILSON, GM
为了避免传统临床考试的许多缺点，我们引入了结构化临床考试。学生们在医院病房里的一系列工位上轮流工作。在一个站，他们被要求进行一项程序，例如询问病史，进行身体检查的一个方面，或根据病人的问题解释实验室调查，在下一个站，他们必须回答关于前一个站的调查结果及其解释的问题。因为他们不能回去检查遗漏，所以多项选择题的提示作用很小。在某些站，考官可以使用检查表观察学生并给他们打分。在结构化的临床考试中，考试的变量和复杂性更容易控制，其目标可以更明确地定义，并且可以测试学生的更多知识。考试更加客观，可以提前决定评分策略。考试结果改善了对学生和工作人员的反馈。
To avoid many of the disadvantages of the traditional clinical examination we have introduced the structured clinical examination. In this students rotate round a series of stations in the hospital ward. At one station they are asked to carry out a procedure, such as take a history, undertake one aspect of physical examination, or interpret laboratory investigations in the light of a patient's problem, and at the next station they have to answer questions on the findings at the previous station and their interpretation. As they cannot go back to check on omissions multiple-choice questions have a minimal cueing effect. The students may be observed and scored at some stations by examiners using a check list. In the structured clinical examination the variables and complexity of the examination are more easily controlled, its aims can be more clearly defined, and more of the student's knowledge can be tested. The examination is more objective and a marking strategy can be decided in advance. The examination results in improved feed-back to students and staff.