探索药学学生对形成性和总结性OSCE在准备过程中整合AI的看法和经验:一种混合方法研究
Sara Rehman1, Majid Ali2, Ejaz Cheema1
1School of Pharmacy, University of Management and Technology, Lahore, Pakistan.
Currents in pharmacy teaching & learning
|April 3, 2025
概括
药学学生发现,形成性的客观结构化临床检查 (OSCE) 和人工智能工具对OSCE总结性准备有益. 形成性评估和人工智能工具改善了学生的表现和经验,尽管人工智能使用需要指导.
科学领域:
- 医学教育 医学教育
- 药房 教育 教育 药房 教育
- 卫生职业教育中的评估
背景情况:
- 目标 结构化临床检查 (OSCE) 对于评估药学学生的临床技能至关重要.
- 在总结性评估之前,形成性评估提供了学习和改进的机会.
- 人工智能 (AI) 工具正在成为教育准备中的潜在帮助.
研究的目的:
- 探索药学学生对形成性和总结性欧安组织的看法和经验.
- 调查人工智能工具在欧安组织准备工作中的利用和影响.
- 在欧安组织准备过程中识别促进者和障碍者.
主要方法:
- 一种混合方法的方法,结合了定量 (问卷) 和定性 (访谈) 数据.
- 分析82名药学学生的欧安组织成型和总结成绩.
- 对20个半结构面试进行主题分析,探索学生的经验.
主要成果:
- 欧安组织的平均成绩从形成性评估的44.2%提高到总结性评估的56.0%.
- 65%的学生评价他们的整体欧安组织经验是优秀的;形成性的欧安组织受到高度重视.
- 58.5%的学生认为人工智能工具对欧安组织的准备有帮助,尽管他们注意到缺乏人性化和不准确等挑战.
结论:
- 形成性的欧安组织对于药学教育的总结性绩效提升至关重要.
- 人工智能工具对欧安组织的准备有希望,但需要结构化的培训和指导来解决局限性.
- 解决学生的焦虑和时间管理是优化欧安组织经验的关键.
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