Hussainy Safeera Y, Crum Matthew F, White Paul J, Larson Ian, Malone Daniel T, Manallack David T, Nicolazzo Joseph A, McDowell Jennifer, Lim Angelina S, Kirkpatrick Carl M
Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Victoria, Australia.
Am J Pharm Educ. 2016 Nov 25;80(9):158. doi: 10.5688/ajpe809158.
To use the nominal group technique to develop a framework to improve existing and develop new objective structured clinical examinations (OSCEs) within a four-year bachelor of pharmacy course. Using the nominal group technique, a unique method of group interview that combines qualitative and quantitative data collection, focus groups were conducted with faculty members, practicing pharmacists, and undergraduate pharmacy students. Five draft OSCEs frameworks were suggested and participants were asked to generate new framework ideas. Two focus groups (n=9 and n=7) generated nine extra frameworks. Two of these frameworks, one from each focus group, ranked highest (mean scores of 4.4 and 4.1 on a 5-point scale) and were similar in nature. The project team used these two frameworks to produce the final framework, which includes an OSCE in every year of the course, earlier implementation of teaching OSCEs, and the use of independent simulated patients who are not examiners. The new OSCE framework provides a consistent structure from course entry to exit and ensures graduates meet internship requirements.
运用名义群体技术开发一个框架，以改进四年制药学学士学位课程中现有的客观结构化临床考试（OSCE）并开发新的此类考试。采用名义群体技术（一种结合定性和定量数据收集的独特群体访谈方法），与教职员工、执业药师和本科药学专业学生进行了焦点小组讨论。提出了五个OSCE框架草案，并要求参与者提出新的框架想法。两个焦点小组（分别为9人和7人）又产生了九个额外的框架。其中两个框架，每个焦点小组各一个，排名最高（在5分制量表上的平均得分分别为4.4和4.1），且性质相似。项目团队利用这两个框架生成了最终框架，该框架包括课程每年的OSCE、更早实施教学OSCE以及使用非考官的独立模拟患者。新的OSCE框架为课程从入学到毕业提供了一致的结构，并确保毕业生满足实习要求。
