Ogden G R, Green M, Ker J S
Section of Oral & Maxillofacial Surgery, Ninewells Hospital & Medical School, University of Dundee.
Br Dent J. 2000 Aug 12;189(3):160-4. doi: 10.1038/sj.bdj.4800711.
To assess whether final year dental students could act as reliable examiners within an Objective Structured Clinical Examination (OSCE) by comparison with results obtained by an experienced member of staff.
A station testing examination of the mouth was included in the second year medical undergraduate summative OSCE examination.
Concurrently run in three different examination venues on the Ninewells Hospital campus.
147 medical students and 3 pairs (A, B, C) of examiners. Each examining pairing consisted of one member of staff and one dental student (blind to each other's marking).
A checklist of 13 tasks to be performed was provided to the examiners. One mark awarded for a completed task, no mark for no attempt at the task, and half a mark for attempt at task.
Paired results were available for 125 medical students. Using Mann-Witney analysis, the non-parametric 95% confidence intervals for the difference in scores between the 3 paired teams were group A (-0.5, 0), group B (-0.5, 0.5), group C (-0.5, 0). In only 4 students (out of 125) did the difference between the individual pair differ by 2 or more marks.
On the basis of this pilot study final year dental students may be used as examiners in OSCEs where basic technical skills are to be evaluated. This development from peer group teaching provides further evidence supportive of interprofessional education.
通过与经验丰富的工作人员所得结果进行比较，评估牙科专业最后一年的学生在客观结构化临床考试（OSCE）中能否作为可靠的考官。
口腔检查站测试被纳入医学本科二年级学生的期末OSCE考试。
在九井医院校区的三个不同考场同时进行。
147名医学生和3组（A、B、C）考官。每组考官由一名工作人员和一名牙科学生组成（彼此不知道对方的评分）。
向考官提供一份包含13项待执行任务的清单。完成一项任务得1分，未尝试任务得0分，尝试任务得0.5分。
有125名医学生的配对结果可供分析。使用曼-惠特尼分析，3组配对团队之间分数差异的非参数95%置信区间为：A组（-0.5, 0），B组（-0.5, 0.5），C组（-0.5, 0）。在125名学生中，只有4名学生的个体配对分数差异达到或超过2分。
基于这项初步研究，牙科专业最后一年的学生可在OSCE中作为考官，用于评估基本技术技能。这种从同伴教学发展而来的方式为支持跨专业教育提供了进一步的证据。
