Robin Kerkstra is Assistant Professor, Grand Rapids Community College; Lori Giblin-Scanlon is Associate Professor and Associate Dean of Clinical Programs, Forsyth School of Dental Hygiene, MCPHS University, Boston Campus; Dianne Smallidge is Associate Professor, Forsyth School of Dental Hygiene, MCPHS University; Curt Baragar is Associate Professor, Grand Rapids Community College; and Kristeen Perry is Assistant Professor, MCPHS University.
J Dent Educ. 2018 Sep;82(9):968-973. doi: 10.21815/JDE.018.096.
The aim of this pilot study was to measure and compare dental hygiene students' level of text anxiety and performance when being tested on an objective structured clinical examination (OSCE) using camera supervision versus direct examiner observation. This randomized, controlled trial, conducted in October 2016, assessed students' anxiety levels and performance using the Zung Self-Rating Anxiety Scale and performance on an OSCE. All 32 first-year students in one U.S. dental hygiene program were invited to participate, and all 32 participated for a 100% response rate. Participants were randomly assigned to the direct observation (N=16) and camera-supervised (N=16) groups. The comparison of pre-OSCE anxiety levels and performance scores evaluated with direct observation (36.4 and 20.4) versus camera-supervised (37.5 and 20.9) found no statistically significant difference between the two groups (p=0.496, p=0.403). The difference in post-OSCE anxiety levels between the direct observation and camera-supervised groups (33.8 and 37.8) approached significance (p=0.051). This study found that student anxiety levels were similar between the two groups except for the post-OSCE direct observation anxiety levels, which were lower. No significant difference was found between the two groups' performance scores. Due to similar performance scores and anxiety levels for the direct examiner and camera-supervised methods, the camera-supervised OSCE warrants further exploration as an alternative approach to direct observation for evaluation of students' performance.
本研究旨在测量和比较口腔卫生专业学生在使用摄像头监考的客观结构化临床考试（OSCE）与直接监考观察时的文本焦虑水平和表现。这是一项 2016 年 10 月进行的随机对照试验，使用 Zung 自评焦虑量表评估学生的焦虑水平和 OSCE 表现，使用 OSCE 评估学生的表现。美国一个口腔卫生项目的 32 名一年级学生全部被邀请参加，参与率为 100%。参与者被随机分配到直接观察组（N=16）和摄像头监考组（N=16）。比较直接观察（36.4 和 20.4）与摄像头监考（37.5 和 20.9）的 OSCE 前焦虑水平和表现评分，发现两组间无统计学差异（p=0.496，p=0.403）。直接观察组和摄像头监考组的 OSCE 后焦虑水平差异接近显著（p=0.051）。本研究发现，两组学生的焦虑水平相似，除了直接观察 OSCE 后的焦虑水平较低。两组学生的表现评分无显著差异。由于直接监考和摄像头监考方法的表现评分和焦虑水平相似，因此摄像头监考的 OSCE 值得进一步探索，作为评估学生表现的直接观察替代方法。
