Rodriguez Omaira, Sánchez-Ismayel Alexis
Central University of Venezuela.
MedEdPublish (2016). 2021 Apr 21;10:97. doi: 10.15694/mep.2021.000097.1. eCollection 2021.
This article was migrated. The article was marked as recommended. To develop and to test the feasibility of conducting an objective structured clinical examination (OSCE) of the subject of surgery for third-year medical students in a limited-resources institution. To planning the OSCE following the Kane Validity framework. A blueprint based on curriculum was developed to design stations. A specific checklist/rubric (using google forms) was elaborated for each station. The pass/score was determined using the Modified Angoff Approach. Cronbach's alpha was used to determine the reliability. The whole process was evaluated by assessing students' and professors' satisfaction using a survey. It was feasible to develop and implement an OSCE in an institution with limited resources. 28 students and 10 examiners participated. Both considered that the OSCE allows evaluation of the clinical competencies of the subject. They consider that this kind of assessment changed their way of studying, placing more emphasis on clinical skills. In the same way, they consider that it is, more objective, and less stressful when compared to other traditional methods. Similarly, the implementation of this strategy encourages teachers to improve teaching strategies. It's possible to implement un OSCE in an institution with limited resources. The incorporation of this tool has a positive impact on learning.
本文已迁移。该文章被标记为推荐文章。为了开发并测试在资源有限的机构中对三年级医学生进行外科手术学科客观结构化临床考试（OSCE）的可行性。按照凯恩效度框架规划OSCE。基于课程制定了蓝图以设计考站。为每个考站精心编制了一份特定的检查表/评分标准（使用谷歌表单）。通过改良的安戈夫方法确定及格/分数。使用克朗巴哈系数来确定可靠性。通过问卷调查学生和教授的满意度来评估整个过程。在资源有限的机构中开发并实施OSCE是可行的。28名学生和10名考官参与其中。双方都认为OSCE能够评估该学科的临床能力。他们认为这种评估方式改变了他们的学习方式，更加注重临床技能。同样，他们认为与其他传统方法相比，它更客观且压力更小。同样地，这一策略的实施鼓励教师改进教学策略。在资源有限的机构中实施OSCE是可行的。引入这个工具对学习有积极影响。
