University of North Texas System College of Pharmacy, Fort Worth, Texas.
Am J Pharm Educ. 2020 Apr;84(4):7625. doi: 10.5688/ajpe7625.
To evaluate the use of an objective structured clinical examinations (OSCE) to assess clinical competency acquired during an off-campus introductory pharmacy practice experience (IPPE). Third-year pharmacy students completed an IPPE in transitions of care and completed 24 experiential contact hours at one of 17 practice sites. Students were assessed using two OSCEs, the first occurring prior to beginning an off-site IPPE (pre-experience OSCE) and the second occurring after completion of the off-site IPPE (post-experience OSCE). Each OSCE consisted of 10 stations and covered five graded competency domains. The primary outcome was the degree of change in student performance from the pre-experience OSCE to the post-experience OSCE. Secondary outcomes included changes in each graded domain, OSCE pass rate, and failure conversion rate. Of 111 students, 109 completed both the pre- and post-experience OSCE. Significant improvements were observed in overall score and cohort pass rate. Overall scores improved from 80 for the pre-experience OSCE to 87 for the post-experience OSCE. The OSCE pass rate also improved from 47% to 84%. Although preceptor evaluations have traditionally served as the primary summative assessment for IPPE and APPE, this study indicates that OSCEs may be a reliable alternative to assess clinical competency acquired from off-site practice experiences.
评估使用客观结构化临床考试（OSCE）来评估在校园外介绍性药学实践经验（IPPE）中获得的临床能力。三年级药学专业学生完成了一项关于医疗保健过渡期的 IPPE，并在 17 个实践站点之一完成了 24 个体验式联系小时。学生们通过两次 OSCE 进行评估，第一次是在开始校外 IPPE 之前（体验前 OSCE），第二次是在完成校外 IPPE 之后（体验后 OSCE）。每个 OSCE 由 10 个站点组成，涵盖五个分级能力领域。主要结果是学生从体验前 OSCE 到体验后 OSCE 的表现变化程度。次要结果包括每个分级领域的变化、OSCE 通过率和失败转化率。在 111 名学生中，有 109 名学生完成了体验前和体验后 OSCE。观察到整体成绩和队列通过率有显著提高。整体成绩从体验前 OSCE 的 80 分提高到体验后 OSCE 的 87 分。OSCE 通过率也从 47%提高到 84%。虽然导师评估一直是 IPPE 和 APPE 的主要总结性评估，但本研究表明，OSCE 可能是评估校外实践经验获得的临床能力的可靠替代方法。
