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Student evaluation of an OSCE in paediatrics at the University of the West Indies, Jamaica

机译：牙买加西印度群岛大学对儿科OSCE的学生评估

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Background The Faculty of Medical Sciences, University of the West Indies first implemented the Objective Structured Clinical Examination (OSCE) in the final MB Examination in Medicine and Therapeutics during the 2000–2001 academic year. Simultaneously, the Child Health Department initiated faculty and student training, and instituted the OSCE as an assessment instrument during the Child Health (Paediatric) clerkship in year 5. The study set out to explore student acceptance of the OSCE as part of an evaluation of the Child Health clerkship. Methods A self-administered questionnaire was completed by successive groups of students immediately after the OSCE at the end of each clerkship rotation. Main outcome measures were student perception of examination attributes, which included the quality of instructions and organisation, the quality of performance, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared to other formats. Results There was overwhelming acceptance of the OSCE in Child Health with respect to the comprehensiveness (90%), transparency (87%), fairness (70%) and authenticity of the required tasks (58–78%). However, students felt that it was a strong anxiety-producing experience. And concerns were expressed regarding the ambiguity of some questions and inadequacy of time for expected tasks. Conclusion Student feedback was invaluable in influencing faculty teaching, curriculum direction and appreciation of student opinion. Further psychometric evaluation will strengthen the development of the OSCE.
机译：背景西印度群岛大学医学部首先在2000-2001学年的医学和治疗学MB最终考试中实施了目标结构化临床考试（OSCE）。同时，儿童保健部开始了师资培训，并在第5年的儿童保健（儿科）工作期间建立了OSCE作为评估工具。该研究着手探讨学生对OSCE的接受程度，作为对OSCE评估的一部分。儿童保健业务。方法在每次文员轮换结束后，在OSCE之后立即由连续的学生小组完成一份自我管理的调查问卷。主要结果衡量指标是学生对考试属性的理解，包括说明和组织的质量，绩效的质量，过程的真实性和透明度，以及与其他形式相比，OSCE作为评估工具的有用性。结果在全面性（90％），透明度（87％），公平性（70％）和真实性（58-78％）方面，欧安组织在儿童健康方面获得了压倒性的接受。但是，学生们认为这是一种强烈的焦虑产生体验。有人对一些问题的模棱两可以及预期任务的时间不足表示关注。结论学生反馈对于影响教师教学，课程方向和学生意见的评价具有不可估量的价值。进一步的心理评估将加强欧安组织的发展。

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