Evaluating clinical skills of undergraduate pharmacy students using objective structured clinical examinations (OSCEs)
Evaluating clinical skills of undergraduate pharmacy students using objective structured clinical examinations (OSCEs)
复制标题
使用客观结构化临床考试（OSCE）评估本科药学学生的临床技能
DOI：
10.1080/15602210500528372
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发表时间：
2006
影响因子：
0.5
通讯作者：
J. Davies
中科院分区：
文献类型：
--
作者：
M. Corbo;Jignesh P. Patel;R. A. Tawab;J. Davies
自1999年以来，客观结构化临床考试(欧安组织)被用于布莱顿大学四年制临床技能评估项目的临床技能能力评估。目的：通过两个学年对MPHarm四年级学生的临床表现进行评估。方法：药学本科生被分成16组，在医院实习1周后完成欧安组织考试。欧安组织的每一次考试由六个工作站组成。结果：欧安组织各考点成绩差异有统计学意义(卡方检验1⁄4 40.7；DF1⁄4 5；P<0.0 1)。学生在患者咨询站的表现最好，在计算、问题识别和解决类型的站表现最差。结论：这项研究表明，药学本科生在需要识别和解决临床问题或进行临床计算的活动中表现不佳。这些结果表明，缺乏临床接触可能在一定程度上导致学生感觉到无法处理涉及临床问题解决的“现实生活”情况。
Introduction: The objective structured clinical examination (OSCE) has been used for the competency assessment of clinical skills within the 4th year MPharm programme at the University of Brighton since 1999. Aim: To evaluate the clinical performance of 4th year MPharm students, through two academic years. Methods: Final year pharmacy undergraduate students were divided into 16 groups and completed an OSCE exam following a 1 week placement in a hospital. Each OSCE exam comprised of six workstations. Results: Significant differences were found between the students’ performances at the individual OSCE stations (Chi-square 1⁄4 40.7; df 1⁄4 5; p , 0.01). Students performed best on patient counselling stations and least on calculation and problem identification and resolution type stations. Conclusion: This study demonstrates that final year pharmacy undergraduates perform poorly in activities which demand an element of clinical problem identification and resolution or when performing a clinical calculation. These results suggest that a lack of clinical exposure may be, in part, responsible for the students’ perceived inability to deal with “real life” situations which involve clinical problem solving.