客觀結構化教學活動，於護理師資培育之運用

Objective Structured Teaching Exercise (OSTE) on Nursing Faculty Development

隨著臺灣醫學教育發展，客觀結構化臨床測驗（objective structured clinical examination, OSCE）己納入醫師國家考試項目，師資培育也急需一套客觀的評估工具。客觀結構化教學活動（objective structured teaching exercise, OSTE），是根據臨床教學擬真情境，透過標準化學習者和評分者的回饋，評估臨床教師教學表現，提供其學習必要的教學技能。測驗藍圖為工作小組的首要工作，需考量包含欲測驗之核心能力及面向、考題／教案設計撰寫與編修、信度及效度分析、演練與試評、執行評量等步驟，相信是許多撰寫OSTE教案的護理師，仍在探索的問題。本文擬依據臺灣醫學教育學會提供的臨床技能測驗試題指引，與參加學會舉辦優良教案甄選之心得，期望提供有效又可行的教案設計與撰寫方法，推展運用在護理師資培育的領域，並改善教學及照護品質。

As the development and reform of medical education in Taiwan, objective structured clinical examination, OSCE) has been included in the national medical licensure examination. We also need an objective assessment tool in faculty development. Objective Structured Teaching Exercise (OSTE) is based on simulated scenarios with standardized learners to provide and evaluate clinical instructors to demonstrate and acquire necessary teaching skills with formative feedback from standardized learners and assessors. The design of the blueprint is vital and needs to consider the domains and competencies based on the clinical practice in the real world to develop scenarios and tasks with the following important steps to test the reliability and validity. We would like to present the tips to apply OSTE on nursing faculty development and share the experience to participate the academy award of task-design by Taiwan Association Medical Education. We hope it will help the educators to promote the application of OSTE on faculty development and quality of care.