Abstract：
While objective clinical structured examination (OSCE) is a worldwide recognized and effective method to assess clinical skills of undergraduate medical students, the latest Ottawa conference on the assessment of competences raised vigorous debates regarding the future and innovations of OSCE. This study aimed to provide a comprehensive view of the global research activity on OSCE over the past decades and to identify clues for its improvement. We performed a bibliometric and scientometric analysis of OSCE papers published until March 2024. We included a description of the overall scientific productivity, as well as an unsupervised analysis of the main topics and the international scientific collaborations. A total of 3,224 items were identified from the Scopus database. There was a sudden spike in publications, especially related to virtual/remote OSCE, from 2020 to 2024. We identified leading journals and countries in terms of number of publications and citations. A co-occurrence term network identified three main clusters corresponding to different topics of research in OSCE. Two connected clusters related to OSCE performance and reliability, and a third cluster on student\'s experience, mental health (anxiety), and perception with few connections to the two previous clusters. Finally, the United States, the United Kingdom, and Canada were identified as leading countries in terms of scientific publications and collaborations in an international scientific network involving other European countries (the Netherlands, Belgium, Italy) as well as Saudi Arabia and Australia, and revealed the lack of important collaboration with Asian countries. Various avenues for improving OSCE research have been identified: i) developing remote OSCE with comparative studies between live and remote OSCE and issuing international recommendations for sharing remote OSCE between universities and countries; ii) fostering international collaborative studies with the support of key collaborating countries; iii) investigating the relationships between student performance and anxiety.
摘要：
虽然客观临床结构化考试（OSCE）是一种全球公认的有效方法，可以评估本科医学生的临床技能，最近的渥太华能力评估会议引发了关于欧安组织未来和创新的激烈辩论。这项研究旨在全面了解过去几十年来欧安组织的全球研究活动，并找出其改进的线索。我们对截至2024年3月发表的OSCE论文进行了文献计量和科学计量分析。我们包括了对整体科学生产力的描述，以及对主要主题和国际科学合作的无监督分析。从Scopus数据库中总共确定了3,224个项目。出版物突然激增，特别是与虚拟/远程OSCE有关，从2020年到2024年。我们在出版物和引文数量方面确定了领先的期刊和国家。一个共同出现的术语网络确定了与OSCE不同研究主题相对应的三个主要集群。与OSCE性能和可靠性相关的两个相连的集群，和学生体验的第三个集群，心理健康（焦虑），和感知，与前两个集群的联系很少。最后,美国,联合王国,和加拿大在涉及其他欧洲国家的国际科学网络中的科学出版物和合作方面被确定为领先国家(荷兰，比利时,意大利）以及沙特阿拉伯和澳大利亚，并揭示了与亚洲国家缺乏重要合作。已经确定了改善OSCE研究的各种途径：i）通过现场和远程OSCE之间的比较研究来发展远程OSCE，并发布国际建议，以在大学和国家之间共享远程OSCE；ii）在主要合作国家的支持下促进国际合作研究；iii）调查学生表现与焦虑之间的关系。
