首页|Mini-CEX联合DOPS的形成性评价在风湿免疫科住院医师规范化培训中的应用

Mini-CEX联合DOPS的形成性评价在风湿免疫科住院医师规范化培训中的应用

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目的 探讨迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)联合操作技能直接观察评估(directly observed procedural skills,DOPS)在风湿免疫科住院医师规范化培训中的价值。方法 选取 2021年 12 月—2022 年 12 月在广西医科大学第二附属医院风湿免疫科进行轮转培训的住培医师 64 名,采用抽签法进行简单随机分组,分为观察组和对照组各 32 名,观察组每 2 周进行 1 次Mini-CEX评价,每月进行 1 次DOPS考核,对照组按传统常规方式开展临床教学,第8 周轮转结束时 2 组分别进行Mini-CEX考核、DOPS考核、出科理论和技能考核,比较 2 组教学效果和住培医师学习效果。结果 出科时观察组的Mini-CEX考核指标问诊技巧[7。0(7。0,8。0)分vs。6。0(5。0,6。0)分]、体格检查[7。5(7。0,8。0)分vs。6。0(5。0,6。0)分]、人文关怀[8。0(7。0,8。0)分vs。6。0(5。0,6。0)分]、临床判断[8。0(7。0,8。0)分vs。6。0(5。0,6。0)分]、沟通技能[7。0(7。0,8。0)分vs。6。0(5。0,6。0)分]、组织效能[7。5(7。0,8。0)分vs。6。0(5。0,6。0)分]、整体表现[8。0(7。0,8。0)分与 6。0(5。0,6。0)分],得分均高于对照组,差异有统计学意义(P<0。05);观察组出科时DOPS考核[(58。56±3。16)分vs。(53。03±2。57)分]、出科理论考核[(86。84±2。48)分vs。(79。56±2。20)分]及技能考核[(85。72±3。12)分vs。(79。88±2。84)分]得分均高于对照组,差异有统计学意义(P<0。001)。结论 将Mini-CEX联合DOPS的形成性评价应用于风湿免疫科住培教学中可提高住院医师的岗位胜任力,对风湿免疫科住培教学工作的开展具有积极意义和实用价值。
Application of Formative Evaluation of Mini-CEX Combined With DOPS in Standardized Training of Rheumatology and Immunology Resident Physicians
Objective To investigate the applicability of formative evaluation system mini-clinical evaluation exercise(Mini-CEX)and directly observed procedural skills(DOPS)in resident training in the department of Rheumatology and Immunity.Methods A total of 64 resident physicians who participated in resident training in the department of rheumatology and immunity,the Second Affiliated Hospital of Guangxi Medical University from December 2021 to December 2022 were randomly divided into control group and observation group,with 32 physicians in each group.The observation group received Mini-CEX training every 2 weeks and DOPS assessment every 4 weeks on the regular training basis,those in the control group were given regular training.At the end of the rotation,residents in both groups were simultaneously received Mini-CEX,DOPS assessment and routine graduation theory and operation skills assessment.The teaching effect and the learning effect of resident physicians were compared between the two groups.Results The Mini-CEX assessment indicators of the observation group at the time of graduation included consultation skills[7.0(7.0,8.0)points vs.6.0(5.0,6.0)points],physicalexamination[7.5(7.0,8.0)points vs.6.0(5.0,6.0)points],humanistic care[8.0(7.0,8.0)points vs.6.0(5.0,6.0)points],clinical judgment[8.0(7.0,8.0)points vs.6.0(5.0,6.0)points],communication skills[7.0(7.0,8.0)points vs.6.0(5.0,6.0)points],organizational efficiency[7.5(7.0,8.0)points vs.6.0(5.0,6.0)points],and overall performance[8.0(7.0,8.0)points vs.6.0(5.0,6.0)points].The scores were higher than those of the control group,and the difference was statistically significant(P<0.05).The DOPS assessment score[(58.56±3.16)points vs.(53.03±2.57)points],theoretical assessment score[(86.84±2.48)points vs.(79.56±2.20)points],and skill assessment score[(85.72±3.12)points vs.(79.88±2.84)points],scores of the observation group were higher than those of the control group at the time of graduation.Conclusion Formative evaluation of Mini-CEX combined with DOPS can improve the clinical capability and operational skills,and enhance post competence of residents undergoing standardized residency training in the department of rheumatology and immunity.

formative evaluationmini-clinical evaluation exercisedirectly observed procedural skillsstandardized training of resident doctorsdepartment of rheumatology and immunitypost competenceclinical teachingteaching methods

刘博、廖键侥、冷玉华

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广西医科大学第二附属医院风湿免疫科,广西 南宁 530007

形成性评价 迷你临床演练评估 操作技能直接观察评估 住院医师规范化培训 风湿免疫科 岗位胜任力 临床教学 教学方法

2024

中国继续医学教育

中国继续医学教育

影响因子:2.564
ISSN:1674-9308
年,卷(期):2024.16(24)