Al-Haqan Asmaa, Al-Taweel Dalal, Koshy Samuel, Alghanem Sarah
Kuwait University, Faculty of Pharmacy, Pharmacy Practice Department, Safat 13110, Kuwait.
Saudi Pharm J. 2021 Jan;29(1):104-113. doi: 10.1016/j.jsps.2020.12.013. Epub 2020 Dec 29.
Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015-2016 and 2016-2017).
The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys.
The overall students' OSCE scores for the academic years 2015-2016 and 2016-2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7-73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3-66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment.
The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum.
客观结构化临床考试（OSCE）能够以结构化方式评估专业能力，并有助于对临床实践进行客观评价。鉴于东地中海地区相关数据有限，本研究旨在描述科威特针对药学专业最后一年学生开展OSCE的开发、实施及评估情况。该研究还旨在比较两个学年（2015 - 2016年和2016 - 2017年）学生的表现。
基于能力的OSCE的设计、实施及评估遵循三阶段循证系统方法。开发阶段包括成立OSCE工作组，以制定蓝图和评分标准，并组织评估人员以及标准化患者/医生培训。实施阶段包括进行形成性和总结性OSCE。评估阶段包括开展学生和工作人员的认知调查。
2015 - 2016学年和2016 - 2017学年学生的OSCE总体得分分别为（中位数（四分位间距））（71.6%，32.2）和（60.0%（30.7））（p < 0.0001）。在涵盖“患者咨询与诊断”能力的考站中，学生平均表现得分较高（71.4%（95%置信区间：66.7 - 73.3）），而在涵盖“药物治疗监测”能力的考站中得分较低（50.0%（95%置信区间：33.3 - 66.7））。学生认为涵盖“药物治疗监测”和“药物评估”的考站较难。然而，工作人员认为与“患者咨询与诊断”能力相关的考站最容易。学生报告称，OSCE是一次积极的体验，因为它为他们提供了在安全的学习环境中实践真实场景的机会。
OSCE有助于在学生毕业前确定其能力水平以及课程中需要改进的领域。
