SP口头反馈对医学生OSCE成绩影响初探

Impact of SP's Oral Feedback on Performances of Medical Students in OSCE

方法：将考生随机分为两组，实验组先进入有SP反馈的长站，再进入没有SP反馈的短站；对照组先进没有SP反馈的短站，后进入有SP反馈的长站。同时使用问卷调查学生对SP反馈的正确性和帮助大小的看法。结果：对照组和实验组的SP短站成绩差异无显着性，第一SP长站和第二SP长站间的成绩差异有显着性。问卷调查结果显示，90%的学生积极评价SP反馈。结论：SP反馈有助于提高相同结构和相同任务站点的成绩，但对于不同结构不同任务站点的成绩影响还需要进行更严格的设计的研究。

In this study, students are randomly divided into two groups for an OSCE. The experimental group first rotate through two long stations including oral SP feedback. They then rotate through short stations without SP feedback. Alternatively, the control group first completes the short stations without any feedback, followed by the two long stations including oral SP feedback. Questionnaires are completed by students to collect their subjective opinion on SP feedback. Effect size, coefficient of variance and t-tests are used for comparison. It is found that approximately 90% of the students consider SP feedback to be correct and helpful. There are no significant differences between the two groups in overall skill levels in the three short stations and the doctor-patient communication station. There is statistical significance on some global rating items between the first and the second long case (P<0.05). The data suggest that SP feedback helps improve student performance in some aspects on the same structured encounters. The effectiveness of SP feedback on different structured encounters is expected to be studied further in the future.