Graduate Program of Midwifery, Sapporo City University School of Nursing, Sapporo, Japan.
Department of Obstetrics and Gynecology, Hokkaido University Graduate School of Medicine, Sapporo, Japan.
PLoS One. 2022 Dec 1;17(12):e0278638. doi: 10.1371/journal.pone.0278638. eCollection 2022.
This study aimed to clarify the educational significance and issues associated with administering the objective structured clinical examination (OSCE) twice to midwifery students, i.e., before and after clinical training. In Sapporo City University in Japan, 37 assessment items of the OSCE were configured as "Overall," with 17 items as midwifery's normal delivery preparation (Part 1) and 20 items as midwifery's normal delivery assistance (Part 2). All students had attended lectures with textbooks. The first and second OSCEs were conducted before and after the clinical training, respectively. The scores of 54 students were retrospectively analyzed over 6 years (2014-2019). The results of the first and second OSCEs were compared. Statistical analysis was performed using Mann-Whitney U test, Wilcoxon signed rank-sum test, Fisher's exact test, and analysis of variance. The mean scores for "Overall" [0-37], "Part 1" [0-17], and "Part 2" [0-20] in the second OSCEs were significantly higher than those in the first OSCE (Overall: 22.7 vs 19.3, Part 1: 9.50 vs 7.71, Part 2: 13.2 vs 11.6, p<0.05, respectively). Regarding "Overall" and "Part 1," a positive correlation was observed between the first and second OSCEs, wherein the full scores of "Part 1," converted from 17 to 20 points to match the full scores of "Part 2," were significantly lower than those of Part 2 (p<0.05, respectively). There was a positive correlation between the scores of the first and second OSCEs in "Part 1" and "Part 2" (p<0.05). The scores increased between the two OSCEs, and participants could objectively grasp the knowledge and skills. The OSCEs conducted twice were useful in skilling-up the normal delivery preparation and assistance skills of midwifery students. However, developing an advanced educational method might be necessary for the midwifery students' preparation of normal delivery, because the scores in the OSCEs were lower.
本研究旨在阐明对助产士学生进行两次客观结构化临床考试（OSCE）的教育意义和相关问题，即在临床培训前后进行两次 OSCE。在日本札幌市立大学，将 37 项 OSCE 评估项目配置为“整体”，其中 17 项为助产士正常分娩准备（第 1 部分），20 项为助产士正常分娩协助（第 2 部分）。所有学生都参加了带有教科书的讲座。第一次和第二次 OSCE 分别在临床培训前后进行。对 6 年来（2014-2019 年）的 54 名学生的成绩进行了回顾性分析。比较了第一次和第二次 OSCE 的结果。使用 Mann-Whitney U 检验、Wilcoxon 符号秩和检验、Fisher 精确检验和方差分析进行统计学分析。第二次 OSCE 的“整体”[0-37]、“第 1 部分”[0-17]和“第 2 部分”[0-20]的平均得分明显高于第一次 OSCE（整体：22.7 对 19.3，第 1 部分：9.50 对 7.71，第 2 部分：13.2 对 11.6，p<0.05）。关于“整体”和“第 1 部分”，第一次和第二次 OSCE 之间存在正相关，其中，第 1 部分的满分（从 17 分转换为 20 分以匹配第 2 部分的满分）明显低于第 2 部分（p<0.05）。“第 1 部分”和“第 2 部分”的第一次和第二次 OSCE 之间存在正相关（p<0.05）。两次 OSCE 的分数都有所提高，参与者可以客观地掌握知识和技能。对助产士学生进行两次 OSCE 考试有助于提高他们的正常分娩准备和协助技能。然而，对于助产士学生的正常分娩准备，可能需要开发一种更先进的教育方法，因为 OSCE 的分数较低。
