Embed Size (px)
Citation preview
昭和大学薬学雑誌 第１巻 第 2号 2010 年
原著論文
客観的臨床能力試験（OSCE）の自主学習を支援する
練習システムの構築
―183―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
(1) OSCE 2)
(2) OSCE
―184―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
―185―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
(1) OSCE
(2) OSCE
―186―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
―187―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
12.516.1 16.8 16.8 18.6 15.4 16.1 13.7 13.7
83.1 80.7 80.1 80.1 78.9 82.7 80.783.9 83.2
2.5 1.2 1.9 1.9 1.2 0.6 1.9 1.2 1.21.9 1.9 1.2 1.2 1.2 1.2 1.2 1.2 1.9
0102030405060708090
DVD
0 1-5 6-10 11
6.9 5.6 5.6 5.6 5.6 6.2 6.2 5.6 6.2
56.3 57.8 57.8 57.8 59 57.8 59 57.8 57.1
25.6 24.8 24.8 24.8 24.2 24.2 23 23.6 23.6
11.3 11.8 11.8 11.8 11.2 11.8 11.8 13 13
0
10
20
30
40
50
60
70
0 1-5 6-10 11
2.5 2.5 2.5 2.5 3.1 3.1 3.1 2.5 3.12.5 0.6 1.2 0.6 1.2 2.5
1.2 0.6 1.2
51.9 55.3 55.357.1
55.9 54 54.7 55.9 54.7
43.1 41.6 41 39.8 39.8 40.4 41 41 41
0
10
20
30
40
50
60
3.9 5.1 5.8 6.4 7.7 5.8 5.1 5.8 5.14.6 6.4 9 6.4 9 6.4 4.5 4.5 5.8
62.7 64.1 61.5 63.5 61.566 66
64.1 62.8
28.8 24.4 23.7 23.7 21.8 21.8 24.4 25.6 26.3
0
10
20
30
40
50
60
70DVD
[%]
[%]
[%]
[%]
.0 .0
.0
.0.0
.0 .0
.0 .0
.0
.0 .0 .0 .0
―188―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
1.
2.
3.
4. 20.6
21.9
26.8
25.2
38.3
23.9
12.1
8.4
31.2
51.6
60.5
63.2
9.9
1.9
0.6
3.2
0% 20% 40% 60% 80% 100%
1.
2.
3.
4.
60
33
63
45
46
84
50
91
75
78
71
62
73
78
72
66
55
59
72
66
0 20 40 60 80 100
10% 30% 50% 60% 80%
1.
2.
3.
4. 0.7
3.9
24.8
55.4
6.4
20.0
45.2
36.3
18.4
40.0
25.5
4.5
46.8
29.7
3.2
3.2
27.7
6.5
1.3
0.6
0% 20% 40% 60% 80% 100%
(1) OSCE
(2) OSCE
(3)
(4)
OSCE
1.
2.
3.
4. 23.4
3.9
0.0
3.1
59.6
63.0
55.4
56.0
14.9
28.6
32.5
31.4
2.1
4.5
9.6
6.3
0.0
0.0
2.5
3.1
0% 20% 40% 60% 80% 100%
% % % % % %
+
10%
30%
50%
60%
80%
―189―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
(2) OSCE
(1) OSCE
3.7
66.5
29.8
11.2
72.7
16.1
0
20
40
60
80
100
5.6
59.4
35
7.5
73.3
19.3
0
20
40
60
80
1002
88.1
11.3
85.4
12
0
20
40
60
80
100
6.9
88.1
513.8
82.4
3.8
0
20
40
60
80
100
0.6 0.6 0.6 0.6 0.6 0.6 0.60.6 3.1 0.6 4.4 3.8 1.9 3.1
41.3 40.9 40.3 42.1 45.3 41.5 40.9
57.4 55.3 58.552.8 50.3
56 55.3
0
20
40
60
80OSCE
5.6
44.1 40.4
9.9
0
20
40
60
0 1-5 6-10 11
(13 )
37.5
21.910
5
25.6
0
20
40
60
56.5
10.6 9.90.6
22.4
0
20
40
60
18.1 68.0 13.1
0% 20% 40% 60% 80% 100%
13
[%]
.0
[%]
[%]
[%]
[%]
[%]
[%] [%]
.0 .0
.0
.0
―190―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
―191―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
―192―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
―193―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
―194―
昭和大学薬学雑誌 第１巻 第 2号 2010 年
Development of an autonomous training program for Objective Structured Clinical Examination (OSCE)
Takashi Obama*, Toshiyuki Atsumi, Koji Nobe, Yoshihiro Sano, Naomi Kurata
Abstract
To assist fourth-year pharmacy students in passing the Objective Structured Clinical Examination (OSCE), we have constructed autonomous training program independently of other committees involved in the management of the OSCE and preclinical training. In accordance with a learning/evaluation items list presented by the Pharmaceutical Common Achievement Tests organization, we developed an instructional book and audio-visual aids as tools for the programs. The first program was performed as an extra one-hour review practice according to the preclinical training, in which students practiced technical OSCE examples. After finishing the preclinical training, the second program was performed as mock exams with a 5-minute time limit, in which students simulated all OSCE assignments, including the communication OSCE. In both of the programs, pairs of students checked and got feedback from each other whether the evaluation/learning items were completely achieved in the time limit.
In this study, we employed a continuous questionnaire survey for 166 fourth-year students at Showa University School of Pharmacy to survey changes in their feeling/mind for the upcoming OSCE and to evaluate the effectiveness/availability of these training programs for the OSCE. Before starting these programs, 88.4 students felt more anxious about the technical OSCE than about the communication OSCE, which led us to develop the technical OSCE-oriented training program. Although the first program was performed as an extra practice of the preclinical training, it was helpful for 96.8 of the students. The series of programs decreased anxiety about the technical OSCE tasks to 73.5 after the first program and to 51.8 after the second program. Moreover, the second training produced a 6-fold increase in students’ confidence (3.9 to 23.4 ). These data demonstrated that not only preclinical training but also the training programs addressing the OSCE are necessary for pharmacy students to practice the OSCE within the time limit.
Key Words objective structured clinical examination, pharmacy education, questionnaire,
practical training, learning tool, OSCE
―195―
