Ianni Phillip A, Eakin Brenda L, Samuels Elias M, Champagne Ellen, Ellingrod Vicki L
University of Michigan.
MedEdPublish (2016). 2021 Sep 3;10:143. doi: 10.15694/mep.2021.000143.2. eCollection 2021.
This article was migrated. The article was marked as recommended. Introduction The Research Objective Structured Clinical Exam (R-OSCE) described in this paper was designed as part of a comprehensive program to assess competency in specific domains of clinical and translational research (CTR) for students enrolled in a 12-week introductory summer research program. Methods The program curriculum was mapped to core competencies developed by the National Center for Translational Science (NCATS) and used to develop R-OSCE stations. Twelve stations were developed, with five administered during orientation as a practice test and seven administered post-program. A scoring rubric using an anchored scale of 1-5 was developed and six qualified raters were trained in its use. The exam was self-paced and delivered through a secure online computer-based platform. Results Forty-seven students (three cohorts) completed the post-program R-OSCE. Most respondents scored at 3 (developing competence) or higher on most stations for both the practice and post-program exams, the exceptions being the stations involving writing research questions and engaging communities in research. Students indicated they liked demonstrating CTR skills through the R-OSCE. Most participants agreed that exam tasks were related to stated program competencies and that stations were realistic. Discussion The R-OSCE is best used as part of a comprehensive assessment program and may be useful in providing formative feedback to trainees that they can share with their mentors. Additionally, this study demonstrated that it could feasibly be used to evaluate the effectiveness of research education programs. However, additional time was needed to train raters and score the R-OSCE. Modifications were made to administer the exam through use of an online format with a modest budget. The computer-based format provides a solution to the current need for assessments that can be administered remotely.
本文已迁移。该文章被标记为推荐文章。引言 本文所述的研究目标结构化临床考试（R-OSCE）是作为一个综合项目的一部分而设计的，该项目旨在评估参加为期12周夏季基础研究项目的学生在临床和转化研究（CTR）特定领域的能力。方法 该项目课程与美国国家转化科学中心（NCATS）制定的核心能力进行了映射，并用于开发R-OSCE站点。共开发了12个站点，其中5个在迎新期间作为实践测试进行，7个在项目结束后进行。制定了一个使用1-5锚定量表的评分标准，并对6名合格评分员进行了使用培训。考试为自主节奏，通过安全的基于计算机的在线平台进行。结果 47名学生（三个队列）完成了项目结束后的R-OSCE。在实践考试和项目结束后考试的大多数站点上，大多数受访者的得分在3分（发展中能力）或更高，涉及撰写研究问题和让社区参与研究的站点除外。学生们表示他们喜欢通过R-OSCE展示CTR技能。大多数参与者同意考试任务与所述项目能力相关，并且站点是现实的。讨论 R-OSCE最好作为综合评估项目的一部分使用，可能有助于为学员提供可与导师分享的形成性反馈。此外，本研究表明它可切实用于评估研究教育项目的有效性。然而，需要额外的时间来培训评分员和对R-OSCE进行评分。通过使用在线形式并以适度预算进行考试管理进行了修改。基于计算机的形式为当前对可远程进行的评估的需求提供了解决方案。
