Alsaid Abir H, Al-Sheikh Mona
Department of Internal Medicine, King Fahd Hospital of the University, University of Dammam, Dammam, Saudi Arabia.
Department of Medical Education, College of Medicine, University of Dammam, Dammam, Saudi Arabia.
Saudi J Med Med Sci. 2017 Jan-Apr;5(1):49-55. doi: 10.4103/1658-631X.194250. Epub 2016 Nov 16.
The primary objective of this study was to explore student and faculty perception of the objective structured clinical examination (OSCE) to assess the clinical competence of 5 year medical students.
Two validated tools were used to survey students' and faculty perception of the OSCE as an assessment tool. The questionnaires were self-administered and handed to the students immediately after the OSCE was conducted. Subjects were 29 female students who had completed their 3-week Internal Medicine rotation and 15 faculty members who had participated in evaluating the students. The response rate was 100%. The OSCE comprised of 21 active stations involving skills like history taking standardized patients were used, physical examination, and data interpretation for which real patients were used, physical examination, or management. Standardized or real patients were used in 16 stations.
Majority of students, 63.2% indicated that the OSCE assessed their skills fairly. This was also true for 80% thought the OSCE was a fair method of assessing students' skills as well as a better assessment tool than the traditional long/short case exams.
The OSCE was positively perceived by 5 year medical students and faculty members as a tool that can fairly assess students' clinical skills.
本研究的主要目的是探讨学生和教师对客观结构化临床考试（OSCE）的看法，以评估五年制医学生的临床能力。
使用两种经过验证的工具来调查学生和教师对作为评估工具的OSCE的看法。问卷采用自填式，在OSCE结束后立即发放给学生。受试者为29名完成了为期3周内科轮转的女学生和15名参与评估学生的教师。回复率为100%。OSCE由21个实操考站组成，涉及病史采集（使用标准化病人）、体格检查、数据解读（使用真实病人）、体格检查或管理等技能。16个考站使用了标准化病人或真实病人。
大多数学生（63.2%）表示OSCE对他们技能的评估较为公平。80%的教师也认为OSCE是评估学生技能的公平方法，并且是比传统的长/短病例考试更好的评估工具。
五年制医学生和教师对OSCE持积极看法，认为它是一种能够公平评估学生临床技能的工具。
