评估虚拟客观结构化临床考试（OSCE）在教育工具方面的效用：全国试点研究。
Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study.
机构信息
GKT School of Medicine, King's College London, London, UK.
Centre for Medical Education, School of Medicine, Cardiff University, Cardiff, UK.
出版信息
BMC Med Educ. 2022 Mar 15;22(1):178. doi: 10.1186/s12909-022-03248-3.
BACKGROUND
Objective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the feasibility of virtual OSCE teaching via feedback from participants and examiners.
METHODS
A total of 85 students from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via Zoom®. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. A Likert scale using 5 Likert items was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test.
RESULTS
Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p < 0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic.
CONCLUSION
Most participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. Of the participants and examiners that had also experienced in-person OSCE examinations, the majority also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops are a feasible option with the potential to be beneficial beyond the pandemic. However, more studies are required to assess the overall impact on student learning and to determine the value of virtual OSCE workshops on exam performance.
背景
客观结构化临床考试（OSCE）是英国医学院中常用的一种评估形式，用于评估临床能力和实践技能，传统上采用面对面的形式。过去，医学生通常通过面对面的同伴辅助学习（PAL）来准备此类考试，但由于最近的 COVID-19 大流行，许多面对面的教学课程都已过渡到基于在线的模式。目前，关于虚拟 PAL OSCE 课程的效用的研究很少，因此，我们进行了一项全国性试点研究，通过参与者和考官的反馈来确定通过虚拟 OSCE 教学的可行性。
方法
共有来自 19 所英国医学院的 85 名学生和 8 名国际学生参加了通过 Zoom®提供的一系列在线 OSCE 研讨会。所有学生和考官在每次会议结束时都完成了一份反馈问卷，内容涉及参数，其中包括三个 OSCE 领域（病史采集、沟通和数据解读）的会前和会后信心的问题。使用 5 个李克特项目的李克特量表来自我报告信心，结果使用曼-惠特尼 U 检验进行分析，在使用 Shapiro-Wilk 检验评估正态性后进行。
结果
学生反馈结果显示，每次活动后，所有三个 OSCE 领域的信心都有所提高（p<0.001），69.4%的学生同意或强烈同意在线 OSCE 课程可以充分为他们准备面对面的考试。问卷调查反馈显示，97.6%的学生和 86.7%的考官同意，虚拟 OSCE 教学在大流行后将有助于为面对面的 OSCE 考试做准备。
结论
大多数虚拟 OSCE 课程的参与者报告说，他们在病史采集、沟通和数据解读技能方面的信心有所提高。在参加过面对面 OSCE 考试的参与者和考官中，大多数人还报告说，他们发现虚拟 OSCE 课程与面对面教学一样具有吸引力和互动性。这项研究表明，虚拟 OSCE 研讨会是一种可行的选择，有可能在大流行之外发挥作用。然而，还需要更多的研究来评估对学生学习的整体影响，并确定虚拟 OSCE 研讨会对考试成绩的价值。
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