Sobh Ahmed Hesham, Austin Zubin, Izham M I Mohamed, Diab Mohammad I, Wilby Kyle John
College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario, Canada.
Curr Pharm Teach Learn. 2017 Nov;9(6):1091-1098. doi: 10.1016/j.cptl.2017.07.011. Epub 2017 Sep 4.
Objective structured clinical examinations (OSCEs) are considered gold standard performance-based assessments yet comprehensive evaluation data is currently lacking. The objective of this study was to critically evaluate the psychometric properties of a cumulative OSCE for graduating pharmacy students in Qatar for which policies and procedures were adapted from a Canadian context.
A 10-station OSCE was conducted for graduating students in Qatar. Evaluation included assessment of pass rates, predictive validity, concurrent validity, internal validity, content validity, interrater reliability, and internal consistency.
Twenty-six students completed the OSCE. Three stations achieved pass rates < 80%. Scores from professional skills and case-based learning courses, formative OSCEs, and cumulative grade point averages correlated with OSCE scores (p < 0.05). Average correlation between assessors' analytical and global scoring was moderate (r = 0.52). Average interrater reliability was excellent for analytical scoring (ICC = 0.88) and moderate for global scoring (ICC = 0.61). Excellent internal consistency was demonstrated for overall performance (α = 0.927). Students generally agreed stations represented real practice scenarios (range per station, 30-100%).
The evaluation model identified strengths and weaknesses in assessment and curricular considerations. The OSCE demonstrated acceptable validity and reliability as an adapted assessment.
客观结构化临床考试（OSCE）被视为基于表现的评估的黄金标准，但目前缺乏全面的评估数据。本研究的目的是严格评估卡塔尔药学专业毕业生累积客观结构化临床考试的心理测量特性，其政策和程序是根据加拿大的情况改编的。
为卡塔尔的应届毕业生举办了一场有10个考站的客观结构化临床考试。评估包括通过率、预测效度、同时效度、内部效度、内容效度、评分者间信度和内部一致性的评估。
26名学生完成了客观结构化临床考试。三个考站的通过率低于80%。专业技能和基于案例学习课程的成绩、形成性客观结构化临床考试成绩以及累积平均绩点与客观结构化临床考试成绩相关（p < 0.05）。评估者的分析评分和整体评分之间的平均相关性为中等（r = 0.52）。分析评分的评分者间平均信度极佳（组内相关系数ICC = 0.88），整体评分的评分者间平均信度为中等（ICC = 0.61）。整体表现显示出极佳的内部一致性（α = 0.927）。学生们普遍认为各考站代表了真实的实践场景（每个考站的范围为30 - 100%）。
该评估模型确定了评估和课程考虑方面的优势与不足。作为一种改编后的评估，客观结构化临床考试显示出可接受的效度和信度。
