Wilby Kyle John, Diab Mohammad
College of Pharmacy, Qatar University.
Can Med Educ J. 2016 Dec 5;7(3):e4-e9. eCollection 2016 Dec.
Globalization of medical education is occurring at a rapid pace and many regions of the world are adapting curricula, teaching methods, and assessment tools from established programs. In the Middle East, the use of Objective Structured Clinical Examinations (OSCEs) is rare. The College of Pharmacy at Qatar University recently partnered with the University of Toronto and the Supreme Council of Health in Qatar to adapt policies and procedures of a Canadian-based OSCE as an exit-from-degree assessment for pharmacy students in Qatar. Despite many cultural and contextual barriers, the OSCE was implemented successfully and is now an integrated component of the pharmacy curriculum. This paper aims to provide insight into the adoption and implementation process by identifying four major cultural and contextual challenges associated with OSCEs: assessment tools, standardized actors, assessor calibration, and standard setting. Proposed solutions to the challenges are also given. Findings are relevant to international programs attempting to adapt OSCEs into their contexts, as well as Canadian programs facing increasing rates of cultural diversity within student and assessor populations.
医学教育全球化正在迅速发展，世界上许多地区都在借鉴成熟项目的课程设置、教学方法和评估工具。在中东地区，客观结构化临床考试（OSCE）的使用很少见。卡塔尔大学药学院最近与多伦多大学及卡塔尔最高卫生委员会合作，采用了一个基于加拿大的OSCE的政策和程序，作为卡塔尔药学专业学生的学位结业评估。尽管存在许多文化和背景障碍，但OSCE还是成功实施了，现在已成为药学课程的一个组成部分。本文旨在通过识别与OSCE相关的四个主要文化和背景挑战：评估工具、标准化演员、评估者校准和标准设定，深入了解其采用和实施过程。文中还给出了针对这些挑战的建议解决方案。研究结果对于试图将OSCE应用于自身环境的国际项目，以及学生和评估者群体文化多样性不断增加的加拿大项目具有参考价值。
