社團法人臺灣臨床藥學會

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【原著】客觀結構式臨床測驗應用於臨床藥學教育之研發
Pharmacist Education Implications for Objective Structured Clinical Examination (OSCE)
客觀結構式臨床測驗、臨床專業技能、藥師、健康照護、標準病人、臨床藥學、objective structured clinical examination 、 clinical specialist 、 pharmacist 、 health professional、standardized patient、clinical pharmacy
葉爵榮Jue-Zong Yeh 、葉明功Ming-Kung Yeh* 、張澶榮Charn-Jung Chang
1三軍總醫院 臨床藥學部
目標:從  70  年代中期開始,客觀結構式臨床測驗(OSCE)被應用於評估醫科學生臨床專業技能,而在近期則逐漸廣為運用於藥學生、藥師及其他健康照護專門職業人才之評定。專  業知識討論課程搭配客觀結構式臨床測驗評定法是極佳的教學運用,因此對於 OSCE 的發展與評估過程要求更趨嚴謹。本文的目的在介紹新式 OSCE 測驗應用於藥學生評估的主要核心問題及影響性探討。
方法:依據  OSCE  在醫療職業相關人員評估的發展程序,總結其中一些關鍵性因素及作為,以臨床藥事照護服務為設計主軸,選定糖尿病衛教、氣喘衛教、外用藥物衛教及藥物諮詢   四類主題,發展出藥學實習生    OSCE,評估指標包含信度檢測、通過率、滿意度及回饋意見分析。
結果:發展出包括  OSCE  各式結構式評量表含評估人員檢核表、標準病人檢核表等,確認評量表的信效度介於 0.62 至 0.85,各項滿意度均大於 80%。
結論:本文提供  OSCE  發展經驗,並針對施行過程中所遭遇的瓶頸、困難及可再增進部份,提出具體作為提供有意推動臨床藥學技能學習評測者之參考。

Purpose: Objective structured clinical examination (OSCE) has been used to assess medical students since the mid 1970s, and in more recent years has been increasingly utilized to assess students from pharmacist and the allied health professions. This growing utilization has led to considerable debate within the literature pertaining to the optimal use of OSCE as an assessment process. The purpose of this paper is to present new OSCE examinations based on some of the key issues affecting the utilization of OSCE within the assessment of pharmacist students.
Methods: This paper shows that the historical development of OSCE within pharmacy student professional assessment, how to prepare OSCE examinations and marking tools ensured the reliability and validity.
Results: The OSCE various types structural evaluation sheets are developed including standard patient and evaluator checklist formula and so on, the structural evaluation sheets validity to be situated between 0.62 to 0.85, each degree of satisfaction is higher than 80%.
Conclusions: The paper concludes that whilst caution must be applied in relying on OSCE as a sole means of practitioner assessment, used carefully it can make a helpful and meaningful contribution to health professional education.
 
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