Emadzadeh Ali, Ravanshad Yalda, Makarem Abass, Azarfar Anoush, Ravanshad Sahar, Aval Shapour Badiee, Mehrad-Majd Hassan, Alizadeh Anahita
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
Clinical Research Unit, Mashhad University of Medical Sciences, Mashhad, Iran.
Electron Physician. 2017 Apr 25;9(4):4195-4201. doi: 10.19082/4195. eCollection 2017 Apr.
The national board exam for residents in Iran is held in two parts: Multiple-choice and Objective Structured Clinical Examination (OSCE). The OSCE is a suitable method for evaluation of residents' clinical qualifications. However, it requires experienced human resources, accurate planning, facilities and reliable evaluation tools.
To determine the challenges of the OSCE National Board Exam in Iran.
This cross-sectional study was conducted on all the final-year pediatrics and gynecology residents of Mashhad University of Medical Science, who participated in the board exam in September 2014. A questionnaire was designed to evaluate the residents' opinion on challenges of the OSCE. Data was analyzed with SPSS16. We used U Mann-Whitney test independent t-test, and Pearson correlation coefficient.
Fourteen pediatrics and eleven gynecology residents participated. In the gynecology group, there was no significant statistical correlation between the individual marks and questionnaire scores. However, in the pediatrics group, there was a significant correlation (p=0.046, r=-0.763). Based on pediatrics residents' perspective, the main challenge of the OSCE part of the exam was the imbalance and disproportion between the allowed time and the task load in each exam stage. In other words, they believed that the tasks could not be fulfilled in the given time. In the gynecology group, the main challenge reported was the delay in announcing the exam results. In the pediatrics group, the main complaint was the disproportion of the allowed time and the task load in the exam stages.
Some of the challenges of the board exam were associated with the examiners and the exam environment, and some of them were related to the home university where the candidates had studied. To solve the problems, both aspects should be considered.
伊朗住院医师国家委员会考试分为两部分：多项选择题和客观结构化临床考试（OSCE）。OSCE是评估住院医师临床资格的合适方法。然而，它需要经验丰富的人力资源、精确的规划、设施和可靠的评估工具。
确定伊朗OSCE国家委员会考试的挑战。
这项横断面研究针对马什哈德医科大学所有参加2014年9月委员会考试的儿科和妇科最后一年住院医师进行。设计了一份问卷来评估住院医师对OSCE挑战的看法。数据用SPSS16进行分析。我们使用了U曼-惠特尼检验、独立t检验和皮尔逊相关系数。
14名儿科住院医师和11名妇科住院医师参与。在妇科组中，个人成绩与问卷得分之间无显著统计学相关性。然而，在儿科组中，存在显著相关性（p=0.046，r=-0.763）。从儿科住院医师的角度来看，考试OSCE部分的主要挑战是每个考试阶段允许的时间与任务量之间的不平衡和不成比例。换句话说，他们认为在给定时间内无法完成任务。在妇科组中，报告的主要挑战是考试结果公布延迟。在儿科组中，主要抱怨是考试阶段允许的时间与任务量不成比例。
委员会考试的一些挑战与考官和考试环境有关，其中一些与考生就读的母校有关。要解决这些问题，两个方面都应予以考虑。
