Al-Hashimi Khalid, Said Umar N, Khan Taherah N
Vascular Surgery, Royal Shrewsbury Hospital, Shrewsbury, GBR.
Trauma and Orthopaedics, Huddersfield Royal Infirmary, Huddersfield, GBR.
Cureus. 2023 May 4;15(5):e38519. doi: 10.7759/cureus.38519. eCollection 2023 May.
The Objective Structured Clinical Examination (OSCE) is a globally established clinical examination; it is often considered the gold standard in evaluating clinical competence within medicine and other healthcare professionals' educations alike. The OSCE consists of a circuit of multiple stations testing a multitude of clinical competencies expected of undergraduate students at certain levels throughout training. Despite its widespread use, the evidence regarding formative renditions of the examination in medical training is highly variable; thus, its suitability as an assessment has been challenged for various reasons. Classically, Van Der Vleuten's formula of utility has been adopted in the appraisal of assessment methods as means of testing, including the OSCE. This review aims to provide a comprehensive overview of the literature surrounding the formative use of OSCEs in undergraduate medical training, whilst specifically focusing on the constituents of the equation and means of mitigating factors that compromise its objectivity.
客观结构化临床考试（OSCE）是一种在全球范围内确立的临床考试；它通常被视为评估医学及其他医疗专业人员教育中临床能力的金标准。OSCE由多个站点组成的流程构成，这些站点测试本科学生在整个培训过程中特定阶段应具备的多种临床能力。尽管其应用广泛，但关于医学培训中该考试形成性版本的证据差异很大；因此，其作为一种评估方式的适用性因各种原因受到了质疑。传统上，在评估包括OSCE在内的评估方法作为测试手段时采用了范德弗勒滕的效用公式。本综述旨在全面概述本科医学培训中OSCE形成性使用的相关文献，同时特别关注该公式的构成要素以及减轻损害其客观性的因素的方法。
