高风险 OSCE 的培训框架:来自志愿者标准化病人库的经验。

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL
Clinical Teacher Pub Date : 2024-05-29 DOI:10.1111/tct.13787
Eva Feigerlova
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引用次数: 0

摘要

背景:为国家高风险 OSCE 培训标准化病人 (SP) 有助于确保对学生在各种临床场景中的表现进行可靠的评估。然而,训练标准化病人的工作流程各不相同。医学院采取具体措施确保标准化:方法:我们利用志愿 SPs 库,介绍了高风险 OSCE SPs 培训框架的开发工作流程。我们的方法以社会学习理论为指导。三名教育工作者和 17/20 名(85%)志愿 SPs 库成员共同合作,构建了培训框架的教学内容,包括三节 2 小时的课程。由于 SP 必须展示所学到的行为,因此预期学习成果使用了 "应用"、"执行 "和 "参与 "等词:评估的主要内容是 SP 在 3 次形成性 OSCE 考试中取得预期学习成果的情况。17 名专业医师、356 名四年级医学生和 60 名考官参加了评估。通过会后问卷收集了定量和定性数据,并使用描述性统计和主题分析进行了分析。12 名考官评估了平均 29.7+/-0.14 SD 的患者-学生接触。总计有 15/16 名 SP(93.8%)认为与学生的接触是轻松的,有 4 名 SP(31%)认为这种经历是紧张的。自由文本评论中出现了两个主题:"获得 SP 经验 "和 "对被评估学生的担忧":建议的SP高风险OSCE培训框架可能对其他医学学科和健康专业启动基于SP的评估项目有用。本文概述了开发和评估策略,以指导课程标准的成功应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Training framework for high-stakes OSCE: Experience from volunteer standardized patients' bank

Training framework for high-stakes OSCE: Experience from volunteer standardized patients' bank

Background

Training of standardized patients (SPs) for national high-stakes OSCE helps to ensure a reliable assessment of student performance in various clinical scenarios. However, workflow protocols to train SPs vary. Medical schools adopt specific measures to ensure standardization.

Approach

We present a development workflow of the SPs' training framework for high-stakes OSCE using a volunteer SPs' bank. Our approach was guided by the social learning theory. Three educators and 17/20 (85%) members of our volunteer SPs' bank worked in a collaborative partnership on the construction of pedagogical content of the training framework comprising three 2-hour sessions. Since SPs have to demonstrate acquired behaviors, intended learning outcomes used the words “apply”, “perform” and “participate.”

Evaluation

A principal part of the evaluation was the achievement of intended learning outcomes by the SPs during 3 formative OSCEs. Seventeen SPs, 356 fourth year medical students and 60 examiners participated. Quantitative and qualitative data were collected by post-session questionnaires and analyzed using descriptive statistics and thematic analysis. Twelve examiners evaluated a mean of 29.7+/−0.14 SD patient-student encounters. In total, 15/16 SPs (93.8%) considered the contact with students as easy and 4 SPs (31%) reported the experience as stressful. Two themes emerged from the free-text comments: “Gaining experience as SP” and “Concerns for evaluated students.”

Implication

The proposed SPs' training framework for high-stakes OSCE may be useful for other medical disciplines and health professions initiating SP-based assessment programs. The strategy of development and evaluation are outlined to guide a successful application of the curriculum standards.

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来源期刊
Clinical Teacher
Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-
CiteScore
2.90
自引率
5.60%
发文量
113
期刊介绍: The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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