Tetsurou Watari

Objectives: Objective structured clinical examinations (OSCEs) are used to assess clinical competence in medical education. Evaluations using video-recorded OSCEs are effective in reducing costs in terms of time and human resources. To improve inter-rater reliability, these evaluations undergo moderation in the form of a discussion between the raters to obtain consistency in grading according to the rubric criteria. We examined the effect of moderation related to the rubric criteria on the inter-rater reliability of a video-recorded OSCE with real patients. Methods: Forty OSCE videos in which students performed range-of-motion tests at shoulder abduction on real patients were assessed by two raters. The two raters scored videos 1 to 10 without moderation and videos 11 to 40 with moderation each time. The inter-rater reliability of the OSCE was calculated using the weighted kappa coefficient. Results: The mean scores of the weighted kappa coefficients were 0.49 for videos 1 to 10, 0.57 for videos 11 to 20, 0.66 for videos 21 to 30, and 0.82 for videos 31 to 40. Conclusions: An assessment of video-recorded OSCEs was conducted with real patients in a real clinical setting. Repeated moderation improved the inter-rater reliability. This study suggests the effectiveness of moderation in OSCEs with real patients.

理学療法・作業療法専攻学生の教育における診療参加型臨床実習(Clinical Clerkship(CC))の効果を、臨床実習中のストレス、睡眠状態、技能習得の点で検証した。従来の臨床トレーニングを行った学生48名(従来群)とCCを行った学生48名(CC群)を対象に、職業性ストレス簡易調査票(BJSQ)、アテネ不眠尺度(AIS)、技能習得評価の成績を比較した。その結果、CC群は従来群と比較してBJSQの量的負担および質的負担の項目の点数が有意に高く、課題のコントロール度、イライラ感、疲労感、抑うつ感、身体愁訴の項目の点数は有意に低かった。またCC群では活気および指導者のサポート項目に関する点数が高かった。AISスコア中央値はCC群で有意に低かった。臨床実習成績の基本的姿勢、治療技術の項目の点数において、従来群よりもCC群で有意に高かった。以上から、当該学生のストレス、睡眠状態、ある種の技能習得に対するCCの効果が示された。