文章基本信息

标题：How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE)
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作者：Claus Hamann ; Kevin Volkan ; Mary B Fishman 等
期刊名称：BMC Medical Education
印刷版ISSN：1472-6920
出版年度：2002
卷号：2
期号：1
页码：1-11
DOI：10.1186/1472-6920-2-1
出版社：BioMed Central
摘要：Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course. Cross-sectional study at Harvard Medical School, 1997–1999, for 489 second-year students. Average total OSCE score was 57% (range 39–75%). Among clinical skills, students scored highest on patient interaction (72%), followed by examination technique (65%), abnormality identification (62%), history-taking (60%), patient presentation (60%), physical examination knowledge (47%), and differential diagnosis (40%) (p < .0001). Among 16 OSCE stations, scores ranged from 70% for arthritis to 29% for calf pain (p < .0001). Teaching sites accounted for larger adjusted differences in station scores, up to 28%, than in skill scores (9%) (p < .0001). Students scored higher on interpersonal and technical skills than on interpretive or integrative skills. Station scores identified specific content that needs improved teaching.
关键词：Clinical Skill;Station Score;Skill Score;Objective Structure Clinical Examination;Dental Student