University of Maryland School of Pharmacy, Baltimore, MD 21201, USA.
Am J Pharm Educ. 2010 Oct 11;74(8):148. doi: 10.5688/aj7408148.
To describe current objective structured clinical examination (OSCE) practices in doctor of pharmacy (PharmD) programs in the United States.
Structured interviews were conducted with PharmD faculty members between September 2008 and May 2010 to collect information about awareness of and interest in OSCE, current OSCE practices, and barriers to OSCEs.
Of 108 US colleges and schools of pharmacy identified, interviews were completed for a representative sample of 88 programs (81.5% participation rate). Thirty-two pharmacy programs reported using OSCEs; however, practices within these programs varied. Eleven of the programs consistently administered examinations of 3 or more stations, required all students to complete the same scenario(s), and had processes in place to ensure consistency of standardized patients' role portrayal. Of the 55 programs not using OSCEs, approximately half were interested in using the technique. Common barriers to OSCE implementation or expansion were cost and faculty members' workloads.
There is wide interest in using OSCEs within pharmacy education. However, few colleges and schools of pharmacy conduct OSCEs in an optimal manner, and most do not adhere to best practices in OSCE construction and administration.
描述美国药学博士（PharmD）课程中当前客观结构化临床考试（OSCE）的实践情况。
在 2008 年 9 月至 2010 年 5 月期间，对 PharmD 教师进行了结构化访谈，以收集有关对 OSCE 的认识和兴趣、当前 OSCE 实践以及 OSCE 障碍的信息。
在确定的 108 所美国药学院校中，对 88 个项目（参与率为 81.5%）进行了代表性样本的访谈。有 32 个药学项目报告使用 OSCE；然而，这些项目中的实践情况有所不同。其中 11 个项目始终进行 3 个或更多站点的考试，要求所有学生完成相同的情景，并制定了确保标准化患者角色扮演一致性的流程。在未使用 OSCE 的 55 个项目中，约有一半有兴趣使用该技术。实施或扩大 OSCE 的常见障碍是成本和教师的工作量。
在药学教育中使用 OSCE 有广泛的兴趣。然而，很少有药学院校以最佳方式进行 OSCE，并且大多数没有遵循 OSCE 构建和管理的最佳实践。
