a Department of Medicine , McGill University , Montreal , QC , Canada.
b Faculty of Medicine , University of Ottawa , Ottawa , ON , Canada.
Med Educ Online. 2018 Dec;23(1):1440111. doi: 10.1080/10872981.2018.1440111.
The objective structured clinical examination (OSCE) has gained widespread use as a form of performance assessment. However, opportunities for students to participate in practice OSCEs are limited by the financial, faculty and administrative investments required.
To determine the feasibility and acceptability of a student-run mock OSCE (MOSCE) as a learning experience for medical students of all 4 years.
We conducted a five-station MOSCE for third-year students. This involved fourth-year students as examiners and first-/second-year students as standardized patients (SPs). Each examiner scored examinees using a checklist and global rating scale while providing written and verbal feedback. MOSCE stations and checklists were designed by students and reviewed by a faculty supervisor. Following the MOSCE, participants completed surveys which elucidated their perceptions on the roles they took during the MOSCE.
Fifty examinees participated in the MOSCE. Of these, 42 (84%) consented to participate in the study and submitted completed questionnaires. Twenty-four examiners participated in the OSCE and consented to participate in the study, with 22 (92%) submitting completed questionnaires. Fifty-three of 60 SPs (88%) agreed to take part in this study, and 51 (85%) completed questionnaires. The internal consistency of the five-station OSCE was calculated as a Cronbach's alpha of 0.443. Students commented positively on having the opportunity to network and engage in mentorship activities and reinforce clinical concepts.
Examinees, examiners, and SPs all perceived the MOSCE to be a beneficial learning experience. We found the MOSCE to be a feasible and acceptable means of providing additional OSCE practice to students prior to higher-stakes evaluations.
客观结构化临床考试（OSCE）作为一种绩效评估形式已得到广泛应用。然而，由于需要在财务、师资和行政方面进行投资，学生参与实践 OSCE 的机会受到限制。
确定学生主导的模拟 OSCE（MOSCE）作为所有 4 年级医学生学习体验的可行性和可接受性。
我们为三年级学生举办了一个五站 MOSCE。这涉及到四年级学生作为考官和一年级/二年级学生作为标准化患者（SP）。每位考官使用检查表和总体评分量表对考生进行评分，同时提供书面和口头反馈。MOSCE 站和检查表由学生设计，并由一名教师主管审查。在 MOSCE 之后，参与者完成了调查，阐明了他们对在 MOSCE 中扮演的角色的看法。
共有 50 名考生参加了 MOSCE。其中，42 名（84%）同意参加研究并提交了完整的问卷。24 名考官参加了 OSCE，并同意参加研究，其中 22 名（92%）提交了完整的问卷。60 名 SP 中的 53 名（88%）同意参加这项研究，其中 51 名（85%）完成了问卷。五站 OSCE 的内部一致性计算为 Cronbach 的 alpha 为 0.443。学生们对有机会进行网络交流和参与指导活动以及强化临床概念的机会评价积极。
考生、考官和 SP 都认为 MOSCE 是一种有益的学习体验。我们发现 MOSCE 是在更高级别评估之前为学生提供额外 OSCE 实践的可行且可接受的方法。
