Fong Kevin K, Gilder Susannah, Jenkins Rebecca, Graham Petra L, Brown Benjamin T
J Chiropr Educ. 2020 Oct 1;34(2):125-131. doi: 10.7899/JCE-18-8.
To investigate the influence of providing online procedural videos to postgraduate chiropractic students preparing for an objective structured clinical examination (OSCE).
Eighty-three postgraduate chiropractic students enrolled in a diagnostic unit during 2017 received supplemental video resources prior to their final OSCE. Ninety students enrolled in the 2016 offering of the unit acted as the control group. Two-sample t tests were used to compare OSCE results between groups and paired t tests were used for within-group comparisons. Regression analysis was used to examine the association of age, undergraduate grade point average, and gender with the final OSCE scores. Students were also surveyed regarding their perceptions of the video resources using a purpose-built questionnaire.
A paired t test comparing initial and final OSCE scores found a small but significant increase in scores for the 2017 (mean change 3.6 points; p = .001) but not the 2016 (mean change -1.1 scores; p = .09) cohort. The 2017 cohort had significantly more change than the 2016 cohort (mean difference 4.7 points; p < .001). Analysis of responses to the questionnaire highlighted overall positive feedback for the procedural videos.
Online procedural videos as learning resources had a small but positive effect on OSCE performance for a group of postgraduate chiropractic students. Students perceived the resource as being helpful for OSCE preparation.
探讨为准备客观结构化临床考试（OSCE）的整脊研究生提供在线操作视频的影响。
2017年参加诊断单元课程的83名整脊研究生在其最终OSCE之前收到了补充视频资源。2016年参加该单元课程的90名学生作为对照组。采用两样本t检验比较两组间的OSCE成绩，采用配对t检验进行组内比较。回归分析用于检验年龄、本科平均绩点和性别与最终OSCE成绩之间的关联。还使用专门设计的问卷对学生关于他们对视频资源的看法进行了调查。
比较初始和最终OSCE成绩的配对t检验发现，2017年组的成绩有小幅但显著的提高（平均变化3.6分；p = 0.001），而2016年组没有（平均变化-1.1分；p = 0.09）。2017年组的变化显著大于2016年组（平均差异4.7分；p < 0.001）。对问卷回复的分析突出了对操作视频的总体积极反馈。
在线操作视频作为学习资源对一组整脊研究生的OSCE表现有小幅但积极的影响。学生们认为该资源对OSCE准备有帮助。
