疫情期間客觀性結構式臨床技能測驗OSCE的作為

Implementation of Objective Structured Clinical Examinations During the COVID-19 Pandemic

蔡淳娟(Tsuen-Chiuan Tsai)

《榮總護理》 39卷3期 (2022/09) Pp. 264-270

https://doi.org/10.6142/VGHN.202209_39(3).0005

摘要

醫療人員的證照測驗不能只測驗知識的獲得，也應該測驗知識的應用，臨床技能測驗需要實作評量，客觀性結構式臨床技能測驗（Objective Structured Clinical Examination, OSCE）已經普遍成為國際間高標準臨床技能測驗（high-stakes examination）之一重要步驟。2019年底襲擊全球的COVID-19大疫病致使臨床教育大受影響，基於控制傳播鏈、隔離及維持人身距離等防疫措施，對OSCE的執行造成很大的挑戰。美國突然在2021年一月宣布無限期停止USMLE step 2cs考試（United States Medical Licensing Examination Step 2 Clinical Skills），此舉引發對測驗花費、測驗品質及科技進展等情況進行檢視，創新的遠距OSCE成為可行的替代，以使用標準化病人（standardized patient, SP）與虛擬病人（virtual patient, VP）帶出測驗臨床情境為主，各有成功執行的報告。數位智慧科技的精進下，後疫情世代以此創新思維能使臨床測驗更臻成功。

關鍵字

臨床思辨 ； 臨床技能測驗 ； 後疫情 ； 虛擬病人 ； 數位轉型

並列摘要

A health-care licensure examination should focus not only on the acquisition of medical knowledge but also on the application of such knowledge. Clinical skills examinations should evaluate performance in an authentic setting. Objective structured clinical examination (OSCE) is a well-established high-stakes clinical skills assessment used in medical licensure examinations. COVID-19 has presented challenges to both clinical education and performance examinations. In January 2021, the United States Medical Licensing Examination announced the termination of the Step 2 Clinical Skills examination. To maintain social distancing for epidemic prevention, remote OSCE with standardized patients and virtual patients has been introduced. The COVID-19 crisis and the digital revolution have hastened the development of disruptive innovations and brought new opportunities for improvement; remote clinical skills examinations are one such development.

並列關鍵字

clinical reasoning ； clinical skill examination ； post-pandemic ； virtual patient ； digital transformation

參考文獻

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