情景模拟联合多站式Mini-CEX评估法在急诊规培教学中的应用  

The usage of scene simulation combined with multiple-station mini-CEX evaluation for the teaching of standardized training of emergency medicine

作　　者：潘龙飞[1] 王立明[1] 高彦霞[1] 党晓燕[1] 陈尔秀[1] 冯辉[1] 孙江利[1] 裴红红[1] Pan Longfei;Wang Liming;Gao Yanxia;Dang Xiao Yan;Chen Erxiu;Feng Hui;Sun Jiangli;Pei Honghong(Emergency Department, Second Affiliated Hospital Xi＇an Jiaotong University, Xi ＇an 710004, China)

机构地区：[1]西安交通大学第二附属医院急诊科,西安710004

出　　处：《中华急诊医学杂志》2018年第6期694-698,共5页Chinese Journal of Emergency Medicine

摘　　要：目的探索情景模拟联合多站式Mini-CEX评估法应用于急诊规培教学的可行性及效果。方法选取60名规陪医师，随机（随机数字法）分为A组和B组，A组予急诊医学传统的教学方法进行教学，B组采用情景模拟联合多站式Mini-CEX评估法进行教学。规陪结束时，比较两组的Mini-CEX评估法出科考核成绩以及规培医师对教学的满意度。结果B组在医学面谈技能、临床判断、沟通技巧、条理性／效率、临床综合能力层面的分值均高于A组[（7．26±0．361、（7．63±0．39）、（7．22±0．34）、（7．26±0．45）、（7．75±0．24）vs．（6．81±0．42）、（7．24±0．39）、（6．90±0．44）、（6．97±0．50）、（7．21±0．32）]，差异有统计学意义（P〈0．05），而查体技能、人文素质／专业精神两个层面的分值分别与A组比较[（7．60±0．36）、（7．92±0．35）w．（7．42±0．30）、（7．98±0．32）]，差异无统计学（P〉0．05）；带教老师、规培医师对Mini-CEX评估的满意度均高于A组[（7．40±0．30）、（7．46±0．28）vs．（7．06±0．38）、（6．91±0．38）]，差异有统计学意义（P〈0．05）。B组对教学形式、教学效果的满意度评分均高于A组[（8．17±0．78）、（8．59±0．66）vs．（6．67±0．73）、（6．80±0．72）]，差异有统计学意义（P〈0．05）。结论情景模拟联合多站式Mini-CEX评估法应用于急诊规培教学可能提高规陪医师的部分临床技能，该教学改革方法具备可行性。Objective To investigate the feasibility and effect of scene simulation combined with multiple-station mini-CEX evaluation used for the teaching of standardized training of emergency medicine. Methods Sixty standard-trained doctors were randomly（random number） divided into two groups. Thirty standard-trained doctors in team A were taught using the traditional teaching modality of emergency medicine, and the rest in team B were trained using the method of scene simulation combined with multiple-station mini-CEX evaluation. At the end of standardized training, comparisons of the examination results of mini-CEX evaluation and the satisfaction of standard-trained doctors with the teaching mode were done between two groups. Results The scores of team B on medical interviewing skills, clinical judgment, counseling skills, proper presentation/efficiency and overall clinical competence were significantly higher than those of team A[ （7.26±0.36）, （7.63±0.39）, （7.22±0.34）, （7.26±0.45）, （7.75±0.24） vs. （6.81±0.42）, （7.24±0.39）, （6.90±0.44）, （6.97±0.50）, （7.21±0.32）], while there were no significant differences in scores on physical examination skills and humanistic qualities/professionalism between two teams [（7.60±0.36）, （7.92±0.35） vs. （7.42±0.30）, （7.98±0.32）]. The satisfaction with the mini-CEX evaluation of both teachers and standard-trained doctors in team B were significantly higher than those in team A [（7.40±0.30）, （7.46±0.28） vs. （7.06±0.38）, （6.91±0.38）]. The satisfaction of standard- trained doctors in team B with the teaching mode and teaching effect were significantly higher than those in team A[ （8.17±0.78）, （8.59±0.66） vs. （6.67±0.73）, （6.80±0.72）]. Conclusions The scene simulation combined with multiple-station mini-CEX evaluation used for the teaching of standardized training of emergency medicine may improve some of the clinical skills of standard-trained doctors, and thus this teaching reform

关 键 词：Mini-CEX评估法 情景模拟 模拟人 急诊医学 规范化培训 急诊规培 教学 多站式 

分 类 号：C975[经济管理—劳动经济] R-4[医药卫生]