Pierre Russell B, Wierenga Andrea, Barton Michelle, Branday J Michael, Christie Celia D C
Department of Obstetrics, Gynaecology and Child Health, University of the West Indies, Jamaica.
BMC Med Educ. 2004 Oct 16;4:22. doi: 10.1186/1472-6920-4-22.
The Faculty of Medical Sciences, University of the West Indies first implemented the Objective Structured Clinical Examination (OSCE) in the final MB Examination in Medicine and Therapeutics during the 2000-2001 academic year. Simultaneously, the Child Health Department initiated faculty and student training, and instituted the OSCE as an assessment instrument during the Child Health (Paediatric) clerkship in year 5. The study set out to explore student acceptance of the OSCE as part of an evaluation of the Child Health clerkship.
A self-administered questionnaire was completed by successive groups of students immediately after the OSCE at the end of each clerkship rotation. Main outcome measures were student perception of examination attributes, which included the quality of instructions and organisation, the quality of performance, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared to other formats.
There was overwhelming acceptance of the OSCE in Child Health with respect to the comprehensiveness (90%), transparency (87%), fairness (70%) and authenticity of the required tasks (58-78%). However, students felt that it was a strong anxiety-producing experience. And concerns were expressed regarding the ambiguity of some questions and inadequacy of time for expected tasks.
Student feedback was invaluable in influencing faculty teaching, curriculum direction and appreciation of student opinion. Further psychometric evaluation will strengthen the development of the OSCE.
西印度群岛大学医学科学院于2000 - 2001学年在医学与治疗学最终医学学士考试中首次实施客观结构化临床考试（OSCE）。同时，儿童健康系开展了教师和学生培训，并在五年级儿童健康（儿科）实习期间将OSCE作为一种评估工具。该研究旨在探索学生对OSCE作为儿童健康实习评估一部分的接受程度。
在每次实习轮转结束后的OSCE考试结束后，连续几组学生立即填写一份自行管理的问卷。主要结果指标是学生对考试属性的看法，包括指导和组织的质量、表现的质量、过程的真实性和透明度，以及与其他形式相比OSCE作为评估工具的有用性。
在儿童健康领域，学生对OSCE的接受程度很高，认为其全面性（90%）、透明度（87%）、公平性（70%）以及所需任务的真实性（58 - 78%）都很好。然而，学生们觉得这是一次产生强烈焦虑的经历。并且有人对一些问题的模糊性以及完成预期任务的时间不足表示担忧。
学生反馈对于影响教师教学、课程方向以及对学生意见的重视非常宝贵。进一步的心理测量评估将加强OSCE的发展。
