Manogue M, Brown G
Leeds Dental Institute, UK.
Eur J Dent Educ. 1998 May;2(2):51-7. doi: 10.1111/j.1600-0579.1998.tb00039.x.
The processes of development, implementation and perceived usefulness of an objective structured clinical examination in restorative dentistry (OSCE(D)) are reported. An OSCE is a system of assessment. It consists of a set of standardised 'stations'. At each station, a student is tested on a specific clinical task. Each student moves from one station to the next so that by the end of the OSCE, every student has completed every station. The primary purpose of this OSCE was to provide feedback to 49 4th year students on their performance in the clinical areas of conservative dentistry, periodontology and prosthetics. Individual profiles were provided to students and the overall results discussed by staff. There were no significant differences in overall performance between genders or between students in the morning and afternoon examinations. There was a significant difference between performance in prosthetics and the other areas and there were some significant differences among the skill clusters of clinical knowledge, procedures, clinical reasoning, history-taking, techniques and communication. Students and staff perceived the OSCE(D) as a valuable tool for providing feedback. The development of the OSCE and the findings described in this paper will be of value to clinical staff who are developing OSCEs in all areas of dentistry.
本文报告了口腔修复学客观结构化临床考试（OSCE(D)）的开发、实施过程以及感知到的有用性。OSCE是一种评估系统，由一组标准化的“考站”组成。在每个考站，学生要接受一项特定临床任务的测试。每个学生依次从一个考站移动到下一个考站，这样在OSCE结束时，每个学生都完成了所有考站的测试。本次OSCE的主要目的是就49名四年级学生在牙体牙髓病学、牙周病学和修复学临床领域的表现提供反馈。向学生提供了个人成绩概况，并由教师讨论总体结果。上午和下午考试的学生在总体表现上，以及不同性别的学生之间均无显著差异。修复学与其他领域的表现存在显著差异，临床知识、操作程序、临床推理、病史采集、技术和沟通等技能组之间也存在一些显著差异。学生和教师都认为OSCE(D)是提供反馈的宝贵工具。OSCE的开发以及本文所述的研究结果，对于在牙科各个领域开发OSCE的临床工作人员具有参考价值。
