Puryer James
School of Oral and Dental Sciences, Bristol Dental Hospital, Lower Maudlin Street, Bristol BS1 2LY, UK.
Dent J (Basel). 2016 Mar 19;4(1):6. doi: 10.3390/dj4010006.
Objective Structured Clinical Examinations (OSCEs) are widely used in dental undergraduate assessment, often determining progression or graduation. Student evaluation of this assessment process is important, and this includes identifying the views of the student. The aim of this paper is to present a review of the current literature regarding dental student perceptions of OSCEs. A search of the PubMed database covering the period 1975 to 2015 identified 121 possible papers from which only six were suitable for review. The remaining papers were excluded due to them not reporting on dental undergraduate views. Students perceived the OSCE to be a valid assessment in three studies, but not in one. The educational benefit of an OSCE is well supported by these studies. OSCEs can induce high levels of anxiety compared to other forms of assessments, but this did not affect student performance. The majority of students would chose to have a similar format of assessment again, showing support for OSCEs. Further research using larger cohorts of students could be undertaken in order to support these finding which would give added evidence for the continuing use of OSCEs as a valid method of both dental undergraduate education and assessment.
客观结构化临床考试（OSCEs）在牙科本科评估中被广泛应用，常决定学生的学业进展或是否毕业。学生对这一评估过程的评价很重要，这其中包括了解学生的看法。本文旨在对当前有关牙科学生对OSCEs看法的文献进行综述。检索1975年至2015年期间的PubMed数据库，共找到121篇可能相关的论文，其中仅有6篇适合进行综述。其余论文因未报道牙科本科学生的观点而被排除。在三项研究中，学生认为OSCEs是一种有效的评估方式，但在另一项研究中并非如此。这些研究充分支持了OSCEs的教育益处。与其他形式的评估相比，OSCEs会引发较高水平的焦虑，但这并未影响学生的表现。大多数学生愿意再次接受类似形式的评估，这表明他们对OSCEs的支持。可以开展进一步的研究，纳入更多学生群体，以支持这些发现，从而为继续将OSCEs作为牙科本科教育和评估的有效方法提供更多证据。
