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題 名 | OSCE應用於臨床技能學習成效評估=Application of OSCE in Evaluation of Learning Outcomes for Clinical Competence |
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作 者 | 王嘉珍; 王郁青; 李炳鈺; 許育涵; 鄭奕帝; | 書刊名 | 藥學雜誌 |
卷 期 | 30:1=118 2014.03[民103.03] |
頁 次 | 頁28-33 |
分類號 | 418.03 |
關鍵詞 | 標準病人; 學習成效評估; OSCE; |
語 文 | 中文(Chinese) |
中文摘要 | 傳統的學習評估方法如多選題或論述題無法充分評估臨床技能,因此臨床操作能力評核方法如客觀結構式臨床技能測驗 (objective structured clinical examination,OSCE) 於藥學教育中具其必要性。世界各地醫療專業教育廣泛地使用 OSCE 評估臨床能力。 本文主要探討 OSCE 應用於新進藥師和藥學實習學生臨床能力評估。考場共設置10個考站,30名考生參與測驗。OSCE 考題所測試的臨床能力包括:病人諮詢和溝通、治療藥物監測、識別和解決藥物相關問題與提供藥物資訊。採用臨界組法 (Borderline-group method) 定義各考站及格分數。考試結果顯示第7和第10考站的平均成績低於其他考站。雖然舉辦 OSCE 花費大量人力、時間和金錢,但是考生一致認為 OSCE 有助於提升臨床技能。 |
英文摘要 | The traditional assessment methods (ex. multiple-choice or essay questions) may not adequately evaluate mastery of essential skills and measure cognitive learning in clinical settings. Therefore, the use of performance-based assessment methods, such as the objective structured clinical examination (OSCE), in undergraduate pharmacy education is of fundamental importance. OSCE has been used in evaluating clinical competence in health professions education around the world. The purpose of this paper, would like to assess clinical competence of new pharmacists and pharmacy interns by using an OSCE. An OSCE with 10 test-stations was arranged to assess the performance of 30 candidates. The broad competencies tested in the OSCE included: patient counseling and communication, therapeutic drug monitoring (TDM), identification and resolution of drug-related problems (DRPs), and drug information provision. The Borderline-group method , that wants to establish the pass/fail standard per station. Examination results in the station 7 and 10 were worse than the others stations. Although OSCE spent a lot of manpower, time and money, these candidates agreed that OSCE really help them to improve the clinical skills. |
本系統中英文摘要資訊取自各篇刊載內容。