Sulaiman Nabil D, Shorbagi Sarra I, Abdalla Nuha Y, Daghistani Mada T, Mahmoud Ibrahim E, Al-Moslih Ayad M
Department of Family and Community Medicine, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
Ministry of Health, Dubai, United Arab Emirates.
J Taibah Univ Med Sci. 2018 Jul 9;13(5):409-414. doi: 10.1016/j.jtumed.2018.06.003. eCollection 2018 Oct.
Continuous formative assessment with appropriate feedback is the pillar of effective clinical teaching and learning. Group Objective Structured Clinical Examination (GOSCE) has been reported as a resource-effective method of formative assessment. The present study aims to describe the development and evaluation of GOSCE as a formative assessment for pre-clerkship medical students.
At the University of Sharjah, GOSCE was introduced to medical students in Years 1, 2, and 3. The GOSCE was conducted as a formative assessment in which groups of 4-5 students were observed while they performed various clinical skills, followed by structured feedback from clinical tutors and peers. GOSCE was evaluated both quantitatively and qualitatively and appropriate statistical analysis was applied to evaluate their responses.
A total of 232 students who attended the GOSCE responded to the questionnaires. Most of the students and clinical tutors preferred formative GOSCE over individual feedback. Both students and clinical tutors valued the experience as it helped students to identify gaps and to share knowledge and skills among group members.
This study found that formative GOSCE provided a valuable and feasible educational opportunity for students to receive feedback about their clinical skills.
进行持续的形成性评估并给予恰当反馈是有效的临床教学与学习的支柱。据报道，小组客观结构化临床考试（GOSCE）是一种资源高效的形成性评估方法。本研究旨在描述GOSCE作为临床实习前医学生形成性评估的开发与评价。
在沙迦大学，向一年级、二年级和三年级的医学生引入了GOSCE。GOSCE作为一种形成性评估进行，观察4至5名学生组成的小组进行各种临床技能操作，随后由临床导师和同伴提供结构化反馈。对GOSCE进行了定量和定性评估，并应用适当的统计分析来评估他们的回答。
共有232名参加GOSCE的学生回答了问卷。大多数学生和临床导师更喜欢形成性GOSCE而非个人反馈。学生和临床导师都重视这种体验，因为它帮助学生发现差距，并在小组成员之间分享知识和技能。
本研究发现，形成性GOSCE为学生提供了一个宝贵且可行的教育机会，使他们能够获得关于其临床技能的反馈。
