Gillette Chris, Stanton Robert B, Anderson H Glenn
Marshall University School of Pharmacy, Huntington, WV 25755.
Marshall University School of Pharmacy, 1 John Marshall Dr., Huntington, WV 25755.
Curr Pharm Teach Learn. 2017 Mar-Apr;9(2):201-207. doi: 10.1016/j.cptl.2016.11.004. Epub 2017 Mar 9.
The purpose of this article is to describe the extent that student performance on in-class exams in a drug information course is associated with student performance on medication counseling in a high-stakes assessment using standardized patients (SP).
Students completed two traditional knowledge-based exams during a drug information and communication course. The objective structured clinical examination (OSCE) was the final exam for the course. The OSCE consisted of the student counseling an SP on the use of a medication. A counseling rubric was developed for use in a second-year (P2) OSCE based on the Indian Health Services counseling model and social cognitive theory. Multiple linear regression was used to examine if traditional exams and student admission characteristics were associated with student performance on the OSCE.
A total of 78 P2 students took the in-class exams and the OSCE. Students with higher scores on the second in-class traditional, knowledge-based exam had significantly higher scores on the OSCE.
A traditional knowledge-based exam on pharmacist-patient communication was associated with students' actual counseling performance on an OSCE. Faculty may be able to use exam scores to target students at high risk of doing poorly on a medication counseling OSCE.
本文旨在描述在药物信息课程中，学生在课堂考试中的表现与在使用标准化病人（SP）进行的高风险评估中药物咨询表现之间的关联程度。
学生在药物信息与沟通课程中完成了两次基于知识的传统考试。客观结构化临床考试（OSCE）是该课程的期末考试。OSCE包括学生就药物使用向一名标准化病人提供咨询。基于印第安卫生服务咨询模型和社会认知理论，开发了一份咨询评分标准用于二年级（P2）的OSCE。使用多元线性回归来检验传统考试和学生入学特征是否与学生在OSCE中的表现相关。
共有78名P2学生参加了课堂考试和OSCE。在第二次基于知识的课堂传统考试中得分较高的学生在OSCE中的得分显著更高。
一项关于药剂师与患者沟通的基于知识的传统考试与学生在OSCE中的实际咨询表现相关。教师或许能够利用考试成绩来关注那些在药物咨询OSCE中表现不佳风险较高的学生。
