Department of Medical Education (DEMAW), Medical University of Vienna (MUV), Spitalgasse 23, BT87, A-1097 Wien, Austria.
Med Teach. 2012;34(5):368-72. doi: 10.3109/0142159X.2012.652705. Epub 2012 Mar 28.
Observation, rating, and grading are parts of the routine of the faculty when in contact with medical students. Most interestingly, there is a dearth of proper instructions on rater training for objective structured clinical examinations (OSCEs) in medical education literature.
We assembled 12 tips for implementing a structured rater training program. To highlight these tips, we provided examples of our implementation of rater training for an OSCE in 2009.
We developed a tailored rater training program by compiling information from medical education and other related research disciplines.
The structured rater training at hand proved feasible, and the acceptance rate of this training by examiners was high.
观察、评分和分级是教师接触医学生时的常规工作的一部分。有趣的是，在医学教育文献中，对于客观结构化临床考试（OSCE）的评分者培训，几乎没有适当的指导。
我们总结了 12 条实施结构化评分者培训计划的建议。为了突出这些建议，我们提供了 2009 年我们实施 OSCE 评分者培训的实例。
我们通过从医学教育和其他相关研究学科中收集信息，制定了一个定制的评分者培训计划。
目前的结构化评分者培训是可行的，并且审查员对这种培训的接受程度很高。
