临床技能学教学实践中Mini-CEX评价的效果  

EFFECT OF MINI-CLINICAL EVALUATION EXERCISE IN THE TEACHING PRACTICE OF CLINICAL SKILLS

作　　者：王元松 王红巧 周缜 刘兆刚 陆兴熠 刘成玉 WANG Yuansong;WANG Hongqiao;ZHOU Zhen;LIU Zhaogang;LU Xingyi;LIU Chengyu(Clinical Skills Teaching Experimental Center,Medical College of Qingdao University,Qingdao 266071,China)

机构地区：[1]青岛大学医学部临床技能学教学实验中心,山东青岛266071 [2]青岛大学附属青岛市海慈医院

出　　处：《青岛大学学报（医学版）》2021年第4期613-616,共4页Journal of Qingdao University(Medical Sciences)

基　　金：国家级高等学校特色专业建设点项目(教高函(2008)21号(TS1Z171));山东省高等学校教学改革研究项目(重点项目)(鲁教高字[2010]13号(2009022));教育部卫生部第一批卓越医生教育培养计划项目(教高函[2012]20号(92));山东省高等学校教学改革立项项目(鲁教高字[2012]16号(2012173));青岛大学2020年教学研究与改革项目(青大教字[2020]21号JXGG2020-023))。

摘　　要：目的分析临床技能学教学实践中小型临床演练评估(Mini-CEX)评价的效果。方法在临床技能学教学实践中,采用“示教-训练-评价-再训练(反馈-改进)-再评价”教学模式,对91名医学生的病史采集和体格检查等进行教学与Mini-CEX评价,分析Mini-CEX评价的教学效果和师生满意度。结果91名医学生3次病史采集和体格检查的Mini-CEX评价得分逐渐增高,差异有统计学意义(F=96.718~106.377,q=6.240~16.763,P<0.001),不同时间Mini-CEX评价医学生表现优异的比例逐渐增高(χ^(2)=65.320~97.412,P<0.001)。但经过3次Mini-CEX评价后,仍有9.9%~14.3%的医学生在人文/职业素养、咨询技巧、临床判断等方面的表现不符合要求,且以人文/职业素养、咨询技巧尤为明显。师生对多次Mini-CEX评价满意度得分逐渐增高,差异具有统计学意义(F=101.444、127.326,P<0.001)。结论Mini-CEX作为一种有效的注重反馈的形成性评价方法,能显著提高临床技能学的教学效果。Objective To investigate the evaluation effect of Mini-clinical evaluation exercise(Mini-CEX)during the teaching practice of clinical skills.Methods In the teaching practice of clinical skills,the method of“teaching-training-evaluation-retraining(feedback-improvement)-reevaluation”was used for the teaching of the skills including medical history collection and physical examination among 91 medical students,and Mini-CEX was used for evaluation.The teaching effect of Mini-CEX and the degree of satisfaction with Mini-CEX among teachers and medical students were analyzed.Results After three times of Mini-CEX evaluation,the scores of medical history collection and physical examination increased gradually among the 91 medical students(F=96.718-106.377,q=6.240-16.763,P<0.001),and the proportion of medical students with excellent performance based on Mini-CEX evaluation gradually increased across different time points(χ^(2)=65.320-97.412,P<0.001).However,after three times of Mini-CEX evaluation,9.9%-14.3%of the medical students still did not meet the requirements for humanities/professional quality,consulting skills,and clinical judgment,especially humanities/professional quality and consulting skills.There was a gradual increase in the score of satisfaction with Mini-CEX among the teachers and the medical students after multiple times of evaluation(F=101.444,127.326;P<0.001).Conclusion As an effective method of formative assessment focusing on feedback,Mini-CEX can significantly improve the teaching effect of clinical skills.

关 键 词：临床技能学 形成性评价 小型临床演练评估 教学方法 临床工作能力 

分 类 号：G642[文化科学—高等教育学]