Wang Chia-Chen, Wang Yu-Chin Lily, Hsu Yu-Han, Lee Haw-Chyuan, Kang Yu-Chan, Monrouxe Lynn Valerie, Chien Shao-Ju, Chen Te-Chuan
Department of Pharmacy, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan.
Faculty of Medicine and Health, University of Sydney, Sydney, NSW, Australia.
Front Med (Lausanne). 2022 Jan 25;8:762810. doi: 10.3389/fmed.2021.762810. eCollection 2021.
Objective structured clinical examinations (OSCEs) are common for formative assessment. We developed an Online Smart Communicative Education System and aimed to explore the factors that affect the perceptions of both teachers and students for teaching and learning.
A two-year cross-sectional cohort study was undertaken. The program includes three parts. Part I Pre-OSCE: an online flipped class in preparation for task-related knowledge and skills. Part II OSCE-day: 10 tasks in one track formative OSCE. Part III Post-OSCE: extended online feedback for participants with further questions after the exam and raters with more feedback after reviewing their performance online. Principal component analysis with varimax rotation was performed to analyze the perceptions of students and teachers to the Online System by means of questionnaires.
Seventy-six pharmacy students (male 32.9%) took the exam and 24 raters (male, 25%) participated in the scoring during the OSCEs. The mean G coefficient was 0.88. Seventy-six questionnaires from the students were obtained for the analysis. Results explained the cumulative variance of 73.9% for : 40% and (: 33.9%. Thirty-nine questionnaires from the raters who experienced the Online System were obtained for the analysis (male 23.1%). Results explained a cumulative variance of 77.3% for : 36.6%, (: 24.5%, and (: 16.2%, respectively.
We demonstrated good reliability for digitizing the scoring system with educational support to facilitate teaching. "Effects of extended online feedback" was the major aspect in explaining the variance from the perceptions of students and raters by factor analysis. In comparison with traditional formative OSCEs, extended online feedback is a novel approach, which extends the process of learning and teaching among the learners and raters and overcomes the barriers of time limitation and distance.
客观结构化临床考试（OSCEs）常用于形成性评估。我们开发了一个在线智能交流教育系统，旨在探索影响教师和学生对教与学认知的因素。
进行了一项为期两年的横断面队列研究。该项目包括三个部分。第一部分：OSCE前：一个在线翻转课堂，用于准备与任务相关的知识和技能。第二部分：OSCE日：在一个轨道的形成性OSCE中有10项任务。第三部分：OSCE后：为考试后有进一步问题的参与者以及在线查看其表现后有更多反馈的评分者提供扩展的在线反馈。采用主成分分析和方差最大化旋转，通过问卷调查分析学生和教师对在线系统的认知。
76名药学专业学生（男性占32.9%）参加了考试，24名评分者（男性占25%）在OSCEs期间参与了评分。平均G系数为0.88。获得了76份学生问卷用于分析。结果解释了 的累积方差为73.9%： 为40%， 为33.9%。获得了39份体验过在线系统的评分者问卷用于分析（男性占23.1%）。结果分别解释了 的累积方差为77.3%： 为36.6%， 为24.5%， 为16.2%。
我们证明了在教育支持下将评分系统数字化以促进教学具有良好的可靠性。“扩展在线反馈的效果”是通过因子分析解释学生和评分者认知差异的主要方面。与传统的形成性OSCEs相比（扩展）在线反馈是一种新颖的方法，它扩展了学习者和评分者之间的学习和教学过程，克服了时间限制和距离的障碍。
