Sethuraman K R
Department of Medicine, Jawaharlal Institute of PG Medical Education & Research, Pondicherry, India.
Med Teach. 1993;15(4):365-8. doi: 10.3109/01421599309006658.
The innovative use of Objective Structured Clinical Examination (OSCE) to detect and correct teaching-learning (T-L) errors in clinical skills is described. The group performance errors could be classified as Type I (faulty performance or omission of a step), Type II (failure to recognize or correctly interpret a clinical sign) or combined (Type I & II) errors. Type I errors were due to ineffective or absent T-L experiences. Type II errors were due to poor concept attainment or inability to discriminate between the differences in a clinical sign. Clinical demonstration during feedback was effective in eliminating Type I errors. Correcting Type II errors of the group needed more time and effort and was only partially effective.
本文描述了客观结构化临床考试（OSCE）在检测和纠正临床技能教学（T-L）错误方面的创新应用。小组表现错误可分为I型（步骤执行错误或遗漏）、II型（未能识别或正确解读临床体征）或复合型（I型和II型）错误。I型错误是由于教学效果不佳或缺乏教学经验。II型错误是由于概念掌握不足或无法区分临床体征的差异。反馈过程中的临床示范对消除I型错误有效。纠正小组的II型错误需要更多时间和精力，且效果有限。
