客观结构化放射学考试在医学影像技术专业实习临床技能考核中的应用

张俊; 刘佳怿; 梁志鹏

doi:10.3760/cma.j.cn116021-20210322-01275

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客观结构化放射学考试在医学影像技术专业实习临床技能考核中的应用

临床教学 | 更新时间：2023-06-08

- 客观结构化放射学考试在医学影像技术专业实习临床技能考核中的应用
- Application of objective structured radiology examination in clinical skills assessment of medical imaging technology
- 中华医学教育探索杂志 2023年22卷第5期页码：694-698
- 作者机构：
  
  南京医科大学附属逸夫医院医学影像科，南京　211100
- 作者简介：
  
  梁志鹏，Email：53113379@qq.com
- 基金信息：
  
  南京医科大学康达学院2019年度教育研究课题(KD2019JYYJYB013;KD2019JYYJYB014)
- DOI：10.3760/cma.j.cn116021-20210322-01275
  中图分类号： R81
- 纸质出版日期：2023-05-20，
  
  收稿日期：2021-03-22，
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张俊, 刘佳怿, 梁志鹏. 客观结构化放射学考试在医学影像技术专业实习临床技能考核中的应用[J]. 中华医学教育探索杂志, 2023, 22(5): 694-698.

Zhang Jun, Liu Jiayi, Liang Zhipeng. Application of objective structured radiology examination in clinical skills assessment of medical imaging technology[J]. Chinese Journal of Medical Education Research, 2023,22(5):694-698.
张俊, 刘佳怿, 梁志鹏. 客观结构化放射学考试在医学影像技术专业实习临床技能考核中的应用[J]. 中华医学教育探索杂志, 2023, 22(5): 694-698. DOI： 10.3760/cma.j.cn116021-20210322-01275.

Zhang Jun, Liu Jiayi, Liang Zhipeng. Application of objective structured radiology examination in clinical skills assessment of medical imaging technology[J]. Chinese Journal of Medical Education Research, 2023,22(5):694-698. DOI： 10.3760/cma.j.cn116021-20210322-01275.

摘要

目的

探讨客观结构化放射学考试（objective structured radiology examination，OSRE）在医学影像技术专业临床技能考核中应用价值，并对该评估工具进行可重复性评价。

方法

选择南京医科大学附属逸夫医院医学影像科医学影像技术学专业实习生55人，随机分为11组（每组5人）；并设计9个不同的OSRE病例，每位学生均需完成3个OSRE病例；再由5位高年资主治医师或副主任医师对每个OSRE病例进行独立评分；实习结束后2个月，随机选择3个OSRE病例进行评分，以评估评分者之间的内部一致性和评估方式的可重复性。采用SPSS 16.0进行统计分析，使用多元线性回归分析学历与OSRE成绩的相关性。

结果

所有学生的OSRE平均成绩为（12.0±4.9）分。评估者间的ICC平均范围为0.36到0.80（

0.001）；6个病例一致性良好，病例3的一致性较差，病例6和7的一致性中等；2个月后，4个评分者ICC等于或大于0.8（一致性极佳），评分者3的ICC为0.68，平均原始分数差的范围是-1~0.8。在多元线性回归中，学历的

值为0.90（95%置信区间0.30~1.50，

=0.01），学历与OSRE评分呈正相关。

结论

客观结构化放射学考试旨在通过使用预先设定的标准评分表，在标准化的临床环境中评估临床技能和知识，从而使临床知识能够以高水平和可重复的方式进行评估。

Abstract

Objective

To explore the application value of objective structured radiology examination (OSRE) in clinical skills assessment of medical imaging technology

and evaluate the repeatability of the assessment tool.

Methods

A total of 55 interns majoring in medical imaging technology were randomly divided into 11 groups (5 in each group)

and 9 different cases of OSRE were designed. Each student had to complete 3 cases of OSRE. Five senior attending doctors or deputy chief physicians independently evaluated each case of OSRE. Two months after the internship

three cases of OSRE were randomly selected for scoring to evaluate the internal consistency between raters and the repeatability of the evaluation method. SPSS 16.0 was used for statistical analysis

and multiple linear regression was used to analyze the correlation between academic qualifications and OSRE scores.

Results

The OSRE average score of all the students was (12.0±4.9)

and the average ICC range between evaluators was 0.36 to 0.80 (

0.001). The consistency of 6 cases was good

that of case 3 was poor

and that of cases 6 and 7 was moderate. After 2 months

the ICC of 4 raters was equal to or greater than 0.8 (excellent consistency)

and the ICC of rater 3 was 0.68

and the average original score difference ranged from -1 to 0.8. In multiple linear regression

the OR value of education was 0.90 (95% confidence interval 0.30-1.50

= 0.01)

and education was positively correlated with OSRE score.

Conclusion

The OSRE aims to assess clinical skills and knowledge in a standardized clinical environment through the use of pre-set standard scoring scales

so that clinical knowledge can be evaluated in a high-level and repeatable manner.

关键词

医学教育放射学客观结构化临床考试

Keywords

Medical educationRadiologyObjective structured clinical examination

references

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van den Berk IAH, van de Ridder JMM, van Schaik JPJ. Radiology as part of an objective structured clinical examination on clinical skills [J]. Eur J Radiol, 2011, 78(3): 363-367. DOI: 10.1016/j.ejrad.2008.10.042http://dx.doi.org/10.1016/j.ejrad.2008.10.042.

Zayyan M. Objective structured clinical examination: the assessment of choice [J]. Oman Med J, 2011, 26(4): 219-222. DOI: 10.5001/omj.2011.55http://dx.doi.org/10.5001/omj.2011.55.

Aronowitz T, Aronowitz S, Mardin-Small J, et al. Using objective structured clinical examination (OSCE) as education in advanced practice registered nursing education [J]. J Prof Nurs, 2017, 33(2): 119-125. DOI: 10.1016/j.profnurs.2016.06.003http://dx.doi.org/10.1016/j.profnurs.2016.06.003.

Emery AW, Rose-Innes E. Benefits of a peer-led mock-OSCE [J]. Med Teach, 2018, 40(3): 321-322. DOI: 10.1080/0142159X.2017.1392496http://dx.doi.org/10.1080/0142159X.2017.1392496.

Morag E, Lieberman G, Volkan K, et al. Clinical competence assessment in radiology: introduction of an objective structured clinical examination in the medical school curriculum [J]. Acad Radiol, 2001, 8(1): 74-81. DOI: 10.1016/S1076-6332(03)80746-8http://dx.doi.org/10.1016/S1076-6332(03)80746-8.

Agarwal A, Batra B, Sood A, et al. Objective structured clinical examination in radiology [J]. Indian J Radiol Imaging, 2010, 20(2): 83-88. DOI: 10.4103/0971-3026.63040http://dx.doi.org/10.4103/0971-3026.63040.

姚隆，李华，曾闽榕，等. 基于器官系统的OSCE在临床实践教学中的应用[J]. 中华医学教育探索杂志， 2020， 19（4）： 458-462. DOI: 10.3760/cma.j.cn116021-20190303-00105http://dx.doi.org/10.3760/cma.j.cn116021-20190303-00105.

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