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How the introduction of OSCEs has affected the time students spend studying: results of a nationwide study

机译：OSCE的引入如何影响学生的学习时间：全国性研究结果

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Medical schools globally now use objective structured clinical examinations (OSCEs) for assessing a student’s clinical performance. In Germany, almost all of the 36 medical schools have incorporated at least one summative OSCE into their clinical curriculum. This nationwide study aimed to examine whether the introduction of OSCEs shifted studying time. The authors explored what resources were important for studying in preparation for OSCEs, how much time students spent studying, and how they performed; each compared to traditionally used multiple choice question (MCQ) tests. The authors constructed a questionnaire comprising two identical sections, one for each assessment method. Either section contained a list of 12 study resources requesting preferences on a 5-point scale, and two open-ended questions about average studying time and average grades achieved. During springtime of 2015, medical schools in Germany were asked to administer the web-based questionnaire to their students in years 3–6. Statistical analysis compared the responses on the open-ended questions between the OSCE and MCQs using a paired t-test. The sample included 1131 students from 32 German medical schools. Physical examination courses were most important in preparation for OSCEs, followed by class notes/logs and the skills lab. Other activities in clinical settings (e.g. medical clerkships) and collaborative strategies ranked next. Conversely, resources for gathering knowledge (e.g. lectures or textbooks) were of minor importance when studying for OSCEs. Reported studying time was lower for OSCEs compared to MCQ tests. The reported average grade, however, was better on OSCEs. The study findings suggest that the introduction of OSCEs shifted studying time. When preparing for OSCEs students focus on the acquisition of clinical skills and need less studying time to achieve the expected level of competence/performance, as compared to the MCQ tests.
机译：现在，全球的医学院校都使用客观的结构化临床考试（OSCE）来评估学生的临床表现。在德国，几乎所有36所医学院都将至少一门OSCE总结纳入其临床课程。这项全国性的研究旨在研究O​​SCE的引入是否改变了学习时间。作者探讨了哪些资源对于准备OSCE的学习至关重要，学生花了多少时间学习，以及他们的表现如何;与传统上使用的多项选择题（MCQ）测验进行比较。作者构建了一个包括两个相同部分的问卷，每种评估方法一个。任一部分均包含12个学习资源的清单，这些资源要求以5分制进行偏好设置，以及两个有关平均学习时间和平均成绩的开放式问题。在2015年春季，德国的医学院被要求对3至6年级的学生进行网络问卷调查。统计分析使用配对t检验比较了OSCE和MCQ之间对开放式问题的回答。样本包括来自32所德国医学院的1131名学生。体检课程对于准备OSCE最重要，其次是课堂笔记/日志和技能实验室。其次是临床环境中的其他活动（例如，医疗人员）和协作策略。相反，在学习欧安组织时，用于收集知识的资源（例如讲课或教科书）次要。与MCQ测试相比，报告的OSCE学习时间更少。但是，报告的平均成绩在OSCE上更好。研究结果表明，引入OSCE会改变学习时间。与MCQ考试相比，在为OSCE做准备时，学生将重点放在掌握临床技能上，并且需要更少的学习时间来达到预期的能力/表现水平。

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