Swift Marcie, Spake Ellen, Kohia Mohamed
Department of Physical Therapy Education, Rockhurst University, 1100 Rockhurst Road, Kansas City, MO 64110, USA. Tel 816-501-4871, fax 816-501-4643.
J Allied Health. 2016 Spring;45(1):62-70.
This study examined the effect of time, method of scoring, and method of recording on examiners' self-perceived fatigue and ability to concentrate, and if those factors have any effect on scoring student performance by the examiners during the administration of an objective structured clinical examination (OSCE).
Twenty-two clinicians and faculty were recruited to participate as examiners of two OSCEs in this study. The examiners were asked to rate their perceived level of fatigue and ability to concentrate at the end of pre-determined blocks of time during two OSCEs using a visual analog scale. Data were analyzed using a mixed-model multi-way ANOVA for repeated measures and paired t-tests.
In both OSCEs, there was a significant difference over time, with examiner fatigue increasing over time (p<0.05) and the ability to concentrate decreasing over time (p<0.05). In one OSCE, there was a significant difference in student performance scores, with lower performance scores over time (p<0.05). There was a significant difference between paper and electronic recording in fatigue (p>0.009), with paper showing more fatigue than the electronic recording.
The results of this study demonstrate that fatigue and ability to concentrate are factors to consider when conducting an OSCE.
本研究探讨了时间、评分方法和记录方法对考官自我感知的疲劳和注意力集中能力的影响，以及这些因素在进行客观结构化临床考试（OSCE）时对考官评估学生表现是否有任何影响。
招募了22名临床医生和教员作为本研究中两次OSCE的考官。要求考官在两次OSCE期间预先确定的时间段结束时，使用视觉模拟量表对他们感知到的疲劳程度和注意力集中能力进行评分。使用重复测量的混合模型多因素方差分析和配对t检验对数据进行分析。
在两次OSCE中，随着时间的推移都存在显著差异，考官的疲劳感随时间增加（p<0.05），注意力集中能力随时间下降（p<0.05）。在一次OSCE中，学生表现分数存在显著差异，随着时间的推移表现分数较低（p<0.05）。纸质记录和电子记录在疲劳方面存在显著差异（p>0.009），纸质记录显示的疲劳比电子记录更多。
本研究结果表明，疲劳和注意力集中能力是进行OSCE时需要考虑的因素。
