A method to enhance student teams in palliative care: piloting the McMaster-Ottawa Team Observed Structured Clinical Encounter.
A method to enhance student teams in palliative care: piloting the McMaster-Ottawa Team Observed Structured Clinical Encounter.
复制标题
增强姑息治疗学生团队的方法：试点麦克马斯特-渥太华团队观察结构化临床遭遇。
DOI：
--
复制
发表时间：
2011
影响因子：
2.8
通讯作者：
Alan Taniguchi
中科院分区：
文献类型：
--
作者：
Pippa Hall;D. Marshall;L. Weaver;Anne B Boyle;Alan Taniguchi
背景
在执照前教育中需要进行姑息治疗和临终关怀教育。PEOLC需要有效的协作团队。有效的协同工作所需的能力只是现在才出现，必须制定评价这些能力的方法。
目的
适应传统的客观结构化临床考试（欧安组织）的学生团队解决姑息治疗问题的评估进行。McMaster-Ottawa团队观察结构化临床相遇（TOSCE）旨在作为以患者为中心的实践和PEOLC的专业间合作能力的形成性评估工具。
方法
建立了三个基于姑息治疗方案的工作站。2007年1月至2008年1月，共有141名学生和38名观察员参加了对三个台站的评价，每组6-7名学生，每个台站2名观察员。观察员完成了PEOLC和跨专业合作能力的清单，并在完成TOSCE后，学生和观察员完成了可行性和可接受性的问卷调查。
结果
89%的学生和44%的观察员来自医学界。学生和观察员认为，TOSCE是一个可以接受的和可行的评估工具，这两套能力。信度和效度数据表明，临床和跨专业检查表中的项目配合良好，评分者之间的信度很容易实现。
结论
新的形成性评价TOSCE工具改编自传统的欧安组织，对学生和观察员来说是可以接受和可行的。
BACKGROUND
The need for palliative and end-of-life care (PEOLC) education in prelicensure education has been identified. PEOLC requires effective collaborative teamwork. The competencies required for effective collaborative teamwork are only now emerging and methods to evaluate them must be developed.
OBJECTIVE
The adaptation of the traditional Objective Structured Clinical Examination (OSCE) for assessment of a student team addressing palliative care issues was undertaken. The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE) is intended as a formative evaluation tool for both competencies in interprofessional collaboration for patient-centered practice and PEOLC.
METHODS
Three stations based on palliative care scenarios were developed. From January 2007 to January 2008, a total of 141 students and 38 observers participated in the evaluation of three stations, with 6-7 students per group and two observers per station. Observers completed checklists for both PEOLC and interprofessional collaborative competencies and, after completing the TOSCEs, students and observers completed questionnaires on their feasibility and acceptability.
RESULTS
Eighty-nine percent of the students and 44% of the observers were from medicine. Students and observers found the TOSCE to be an acceptable and feasible assessment tool for both sets of competencies. Reliability and validity data show that the items in both the clinical and interprofessional checklists fit well together, and interrater reliability is readily achieved.
CONCLUSIONS
The new formative evaluation TOSCE tool, adapted from the traditional OSCE, was acceptable and feasible to students and observers.