College of Health and Human Services, Indiana University-Purdue University, Fort Wayne, Department of Dental Education, Dental Hygiene Program, 2101 E. Coliseum Blvd., Neff 130, Suite E, Fort Wayne, IN 46805, USA.
J Dent Educ. 2013 Apr;77(4):485-93.
Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students' critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m-OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m-OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple-choice questions intended to measure students' ability to utilize critical thinking skills. Additionally, there was one fill-in-the-blank question and a treatment plan that was completed at the fifth station. The results of this study revealed that the m-OSCE did not reliably measure dental hygiene students' critical thinking. Statistical analysis found no satisfactory reliability within the multiple-choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students' abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple-choice questioning results. This outcome warrants further investigation of the utility of the m-OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case.
所有学术学科的教育者都被鼓励使用评估策略来评估学生的批判性思维。本研究旨在评估改良客观结构化临床考试（m-OSCE）在口腔卫生教育中评估批判性思维的可行性。该评估利用了高级口腔卫生学生的便利样本。学生参加 m-OSCE，其中四个站的患者病例的部分内容被揭示。考试包括多项选择题，旨在衡量学生运用批判性思维技能的能力。此外，还有一个填空题和一个在第五站完成的治疗计划。这项研究的结果表明，m-OSCE 不能可靠地衡量口腔卫生学生的批判性思维。统计分析发现，多项选择题部分的可靠性不令人满意，考试的治疗计划部分的可靠性中等。此外，项目分析发现，学生将临床证据/数据转化为基本生物医学知识的能力存在差距，这从多项选择问题的结果中可以看出。这一结果需要进一步调查 m-OSCE 的实用性，重点是对评估问题、评分标准和患者病例进行修改。
