Mini-CEX考核模式在超声医学住院医师规范化培训中的应用
摘要
目的探讨Mini-CEX考核模式在超声医学住院医师规范化培训中的应用价值。方法将2018年1月—12月在滨州医学院附属医院超声医学科进行住院医师规范化培训的住院医师52名分为两组,即Mini-CEX组26名和对照组26名。入科前分别对两组医师病史采集、超声信息采集及读取、超声图像分析、诊断及鉴别诊断、交流沟通能力、人文关怀、总体能力进行测评,每个项目均使用3等级9分制进行评价。然后对Mini-CEX组住院医师进行Mini-CEX教学,对照组采用传统带教法。3个月学习结束后比较两组医师理论测试、上机操作及Mini-CEX考核结果。结果 Mini-CEX组和对照组理论成绩分别为(92.35±3.15)分、(86.71±3.83)分,差异有显著性(P<0.05);上机操作成绩分别为(93.77±2.89)分、(86.89±3.19)分,差异有显著性(P<0.05)。Mini-CEX组病史采集、超声信息采集及读取、超声图像分析、诊断及鉴别诊断、交流沟通能力、人文关怀、总体能力成绩分别为(7.38±1.01)分、(7.18±1.21)分、(6.99±1.59)分、(6.80±0.86)分、(7.13±1.01)分、(7.37±0.98)分、(7.88±1.30)分,对照组分别为(6.09±1.01)分、(6.38±0.98)分、(5.88±0.79)分、(5.76±1.13)分、(6.55±0.97)分、(6.44±1.11)分、(6.65±0.77)分,差异有显著性(P<0.05)。Mini-CEX组学习效果优于对照组。结论在超声医学住院医师规范化培训中,应用Mini-CEX模式进行带教,可有效提高超声医学住院医师的理论水平及上机操作能力,有利于提高其对临床教学的认可度和满意度。
引文
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[2]罗兵,徐维,吴文其.Mini-CEX评价量表临床技能考核结果与分析[J].广西教育,2014,7(27):183-186.
[3]朱庆党,刘丽,赵鹃.临床前技能训练在口腔修复教学改革中的应用[J].中国高等医学教育,2010,12(7):93-105.
[4]Bini L H,Farzaneh J,Seyed R M.Practical experience of the Mini-CEX in undergraduate trainees[J].Procedia-Social Behavior Sci,2013,8(3):803-807.
[5]Alexander W P,Phillips,Fresed,et al.Surgicaltrainer,s experience and perspective on workplace-based assessments[J].J Surg Educ,2015,72(5):979-983.
[6]Chang Y C,Chien K C,Chang C,et al.Implementation of the miniclinical medicine:clinical experience at Chang Gung Memorial Hospital[J].J Acute Med,2013,3(8):110-115.
[7]Potts J R.Assessment of Competence:The Accreditation Council for Grad—uate Medical Education/Residency Review Committee Pempecfive[J].Stag Clin North Am,2016,96(1):15-24.