批判性思维与外科仿真模拟训练技能评价的相关性研究
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摘要
目的评价研究生批判性思维与外科仿真模拟训练客观结构化技能评价结果是否存在相关性。方法对3个年级共计197名在读硕士研究生进行批判性思维的调查,并在16个学时的外科仿真模拟训练结束后进行客观结构化技能评价,了解学生批判性思维不同维度及总分与客观结构化技能评价结局之间是否有相关性。结果 197名学生批判性思维,在不同性别之间有差异,维度4、5与年龄相关。维度1至维度6与多站式考核结果相关,维度7及总成绩与考核结果未见相关;批判性思维各部分与OSATS未见明显相关。结论批判性思维与外科仿真模拟训练结果之间有一定的相关性。培养和激发学生的批判性思维,能激发中医本科生对外科操作技能的学习兴趣,结合仿真模拟训练,对规范外科基本技术的培养与能力提升有明显效果。
Objective To evaluate the correlation between critical thinking and results of objective structure assessment of technical skills( OSATS) in surgical analogue simulation training for postgraduates. Methods A survey on critical thinking was carried out in 197 postgraduates from 3 grades,and OSATS was conducted after surgical analogue simulation training for 16 class hours. The purpose is to understand the correlation between different dimensions and total score of students' critical thinking evaluation outcome of objective structured skills.Results There was difference between male and female in critical thinking among 197 students,and dimensions 4 and 5 were correlated to age. The dimensions from 1 to 6 were correlated to the results of multi-station assessment,and dimension 7 and total achievement were not correlated to the results of assessment. The different parts of critical thinking were not significantly correlated to OSATS. Conclusion There is a certain correlation between critical thinking and results of surgical analogue simulation training. Training and motivating TCM students' critical thinking can stimulate their interest on study of surgical operation skills,which will,after combined with analogue simulation training,have significant effect on standard training of basic surgical skills and improvement of ability.
Objective To evaluate the correlation between critical thinking and results of objective structure assessment of technical skills( OSATS) in surgical analogue simulation training for postgraduates. Methods A survey on critical thinking was carried out in 197 postgraduates from 3 grades,and OSATS was conducted after surgical analogue simulation training for 16 class hours. The purpose is to understand the correlation between different dimensions and total score of students' critical thinking evaluation outcome of objective structured skills.Results There was difference between male and female in critical thinking among 197 students,and dimensions 4 and 5 were correlated to age. The dimensions from 1 to 6 were correlated to the results of multi-station assessment,and dimension 7 and total achievement were not correlated to the results of assessment. The different parts of critical thinking were not significantly correlated to OSATS. Conclusion There is a certain correlation between critical thinking and results of surgical analogue simulation training. Training and motivating TCM students' critical thinking can stimulate their interest on study of surgical operation skills,which will,after combined with analogue simulation training,have significant effect on standard training of basic surgical skills and improvement of ability.
引文
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[7]杨成城,周春宇,张少辉,等.中西医结合外科CBL教学对中医研究生批判性思维的影响与评价[J].中医教育,2015,34(1):45-49,54
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[9]杨永丽,施建明,陈春娣,等.某地方医学院校本科生批判性思维倾向跨年级现状调查与对策分析[J].中国高等医学教育,2016(10):52-54
[10]栾艳,向茜.我国医学教育中批判性思维的培养现状[J].中国高等医学教育,2016(10):24-25
[11]陈小芳,马金香,廖剑锋.广州市某高校医学生批判性思维能力现状及其影响因素[J].职业与健康,2015,31(10):1375-1378
[12]张俐,鲁芳,刘晓雨.研究生批判性思维能力的影响因素分析[J].渭南师范学院学报,2016,31(8):41-45
[13]杜海鸥. ACCA教学设计研究——基于嵌入"批判性思维"的研究方案[J].会计教育,2015,11(22):113-115
[14]苗敬泽.国内大学生批判性思维现状及研究中存在的问题[J].海外英语,2015(2):177-179
[15]周志成,容媛媛.批判性思维纳入大学培养目标的当下意义[J].西南民族大学学报,2016(7):202-206
[2]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004(9):7-10
[3]MARTIN JA,REGEHR G,REZNICK R,et al. Objective structured assessment of technical skill(OSATS)for surgical residents[J]. Br J Surg,1997,84(2):273-278
[4]HIEMSTRA E,KOLKMAN W,WOLTERBEEK R,et al.Value of an objective assessment tool in the operating room[J]. Can J Surg,2011,54(2):116-122
[5]张俐,张霞,包士雷,等.研究生批判性思维能力评价指标及测评量表的研究[J].中国高等医学教育,2015(3):118-119
[6]李建生,张大伟,禄保平,等.中医药院校研究生评判性思维态度倾向性现状调查[J].中医教育,2012,31(4):44-47
[7]杨成城,周春宇,张少辉,等.中西医结合外科CBL教学对中医研究生批判性思维的影响与评价[J].中医教育,2015,34(1):45-49,54
[8]王迎超,耿凡,靖洪文.高校研究生批判性思维倾向调查与统计分析[J].煤炭高等教育,2015(3):61-64
[9]杨永丽,施建明,陈春娣,等.某地方医学院校本科生批判性思维倾向跨年级现状调查与对策分析[J].中国高等医学教育,2016(10):52-54
[10]栾艳,向茜.我国医学教育中批判性思维的培养现状[J].中国高等医学教育,2016(10):24-25
[11]陈小芳,马金香,廖剑锋.广州市某高校医学生批判性思维能力现状及其影响因素[J].职业与健康,2015,31(10):1375-1378
[12]张俐,鲁芳,刘晓雨.研究生批判性思维能力的影响因素分析[J].渭南师范学院学报,2016,31(8):41-45
[13]杜海鸥. ACCA教学设计研究——基于嵌入"批判性思维"的研究方案[J].会计教育,2015,11(22):113-115
[14]苗敬泽.国内大学生批判性思维现状及研究中存在的问题[J].海外英语,2015(2):177-179
[15]周志成,容媛媛.批判性思维纳入大学培养目标的当下意义[J].西南民族大学学报,2016(7):202-206