目的：客觀結構化臨床測驗（objective structured clinical examination; OSCE）是一種以實作為主的評估工具，可加強以病人為導向之臨床藥學專業技能，因此我們嘗試建立一套OSCE模式，期望能客觀評估實習藥學生臨床技能的學習成效。
方法：方法：我們參考文獻及本院一般醫學內科進行OSCE之方法，建立藥學OSCE模式；包括擬定教案設計、教師評分表及學員滿意度調查表之設計。接著進行師資培育共識營、標準病人訓練及教案教學，並於實習藥學生實習即將結束前進行OSCE測驗。

結果：共有49位實習藥學生分別於97年3月17日及18日和9月22日接受兩站之OSCE測驗，並進行多面向能力評估包括溝通技巧、醫療專業及醫病關係技巧。分析所有的實習藥學生問卷調查結果發現有48位的實習藥學生（98%）認為經過OSCE教學評估收穫豐富；在整體學習成效方面，100%認為對於自己藥學專業知識與技能有所提昇，更有98%贊成將OSCE推廣至其他醫院的藥學實習教學。此外，於OSCE測驗後進行即時與整體性的雙向回饋，讓實習藥學生瞭解自我優缺點進而改善臨床技能；不論是實習藥學生或教師對於雙向回饋之學習模式都覺得獲益良多。

結論：藉由模擬臨床實例，OSCE提供一個很好的機會來評估實習藥學生的臨床技能，實習藥學生因而獲得與藥事執業相關的新知與專業技巧，並充實專業能力與經驗。雖然進行OSCE測驗會耗費許多人力、物力與時間，但卻能有效強化實習藥學生的臨床技能，提高臨床教學的內涵，對於未來藥師人才的培養是絕對值得的。

Objective: Currently, the tools used to evaluate pharmacy interns in Taiwan include written examinations, oral examinations and factual observations. As a performance-based tool, an objective structured clinical examination (OSCE) has advantages over other forms of traditional assessment. Therefore, we set up an OSCE model to assess the clinical skills for pharmacy interns.
Methods: The pharmacy interns OSCE program was adopted from our Medical Department. After core-tutor meetings, we designed a blueprint through planning, creating and preparing. All students participated in the OSCE before the end of his/her intern course.
Results: A total of 49 pharmacy interns completed the OSCE in two stations (diabetics and the renal transplant patient education stations), on March 17, 18 and September 22, 2008, respectively. All students agreed that the OSCE enhanced their professional knowledge and clinical skills and 98% of students suggested that the OSCE should be used in all hospitals for the education of pharmacy interns. Additionally, the immediate feedback from the examiners allowed the students to realize their weaknesses and improved their clinical skills. Both students and tutors felt that they learned a lot from the interactive feedback model. 
Conclusions: This OSCE provides a good opportunity to assess students’ clinical competency. Pharmacy interns can acquire professional knowledge and clinical skills from the OSCE. Although the implementation of an OSCE requires a lot of support including staff, materials and time, we believe that it is worthwhile from an educational view point.