An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives
An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives
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DOI：
10.2147/amep.s197275
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发表时间：
2019-01-01
影响因子：
2
通讯作者：
Sa, Bidyadhar
中科院分区：
文献类型：
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作者：
Majumder, Md Anwarul Azim;Kumar, Alok;Sa, Bidyadhar
背景：客观结构化临床考核（OSCE）是全面、可靠、有效评估医学生临床能力的金标准和通用格式。临床能力由多个检查点的检查官组成的小组进行评估。因此，与传统考试相比，它是一项更复杂、资源和时间更密集的评估工作。目的：本研究的目的是确定MBBS学生和欧安组织考官对2017年6月在西印度群岛大学（Cave Hill）举行的医学和治疗学退出欧安组织的属性、质量、效度、信度和组织的最后一年的看法。方法：在欧安组织结束时，向学生和考官提供问卷调查，以了解他们对欧安组织的看法和评论。由于李克特量表调查产生的数据水平有序，因此采用中位数、IQR和卡方进行统计分析。结果：共有52名学生和22名主考官完成问卷。大多数学生对欧安组织的属性（例如，公平性、管理、结构、顺序和知识/临床技能的覆盖范围）、质量（例如，意识、指示、任务和工作站的顺序）、有效性和可靠性（例如，基本临床技能的真实测量、标准化、实用和有用的经验）和组织（例如，方向、时间表、公告和检查室的质量）提供了积极的看法。同样，大多数审查员对欧安组织的组织、管理和程序表示满意。然而，学生们表达了一些担忧，如紧张的环境和欧安组织的难度。结论：总体而言，学生和考官对欧安组织的评价是非常积极和欢迎的。关于欧安组织的关注和挑战可以通过更好地指导教师和学生为欧安组织做准备来克服。
Background: The objective structured clinical examination (OSCE) is the gold standard and universal format to assess the clinical competence of medical students in a comprehensive, reliable and valid manner. The clinical competence is assessed by a team of many examiners on various stations of the examination. Therefore, it is found to be a more complex, resource- and time-intensive assessment exercise compared to the traditional examinations.Purpose: The objective of this study was to determine the final year MBBS students' and OSCE examiners' perception on the attributes, quality, validity, reliability and organization of the Medicine and Therapeutics exit OSCE held at the University of the West Indies (Cave Hill) in June 2017.Methods: At the end of the OSCE, students and examiners were provided with a questionnaire to obtain their views and comments about the OSCE. Due to the ordinal level of data produced by the Likert scale survey, statistical analysis was performed using the median, IQR and chi-square.Results: A total of 52 students and 22 examiners completed the questionnaire. The majority of the students provided positive views regarding the attributes (eg, fairness, administration, structure, sequence, and coverage of knowledge/clinical skills), quality (eg, awareness, instructions, tasks, and sequence of stations), validity and reliability (eg, true measure of essential clinical skills, standardized, practical and useful experiences), and organization (eg, orientation, timetable, announcements and quality of examination rooms) of the OSCE. Similarly, majority of the examiners expressed their satisfaction with organization, administration and process of OSCE. However, students expressed certain concerns such as stressful environment and difficulty level of OSCE.Conclusion: Overall, the OSCE was perceived very positively and welcomed by both the students and examiners. The concerns and challenges regarding OSCE can be overcome through better orientation of the faculty and preparation of the students for the OSCE.