出版社：Association for Medical Education in Europe (AMEE)
摘要：Background & AimsThe use of OSCEs as a tool to examine students has been extensively evaluated and they are now seen as the gold standard in examination tools in the examination of medical and allied health students throughout the world. As part of the Child Health attachment at Swansea University Medical School, a formative OSCE has been introduced as a teaching method. This also aids in exposing students to an OSCE in a non-simulated Paediatric environment for the first time. The aim of this study is to evaluate whether students find the formative OSCE a helpful teaching tool.MethodsAn online questionnaire was send to students following their five week specialty attachment. Responses to the survey were voluntary and anonymous. The survey explored student's attitudes before and after the formative OSCE.Results47 students responded out of 69. Overall, students reported a high level of satisfaction with the formative OSCE. 95% found it useful to their learning, with 89 % stating their knowledge improved following the formative OSCE. 100% described the feedback they received immediately following their OSCE as helpful while 65% reported feeling anxious prior to their OSCE.ConclusionIt can be concluded the formative OSCE was a successful aid to assess students. Majority reported positive experiences and felt that the formative OSCE aided their learning. Students suggested similar assessments would be beneficial in other specialty attachments. Formative OSCE’s, when conducted in ideal environment, can fulfill both regulatory and supervisory requirements.
