操作技能直接观察法在外科动物实验教学中的应用
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摘要
目的探讨操作技能直接观察法(DOPS)在外科动物实验教学中应用与评价。方法以西安交通大学第二附属医院2015级临床医学专业60名见习生作为研究对象,将其随机分为实验组和对照组。实验组在进行每项实验技能教学中均以DOPS表进行一次形成性评价。对照组按照传统教学方式进行教学。比较实验组和对照组期末OSCE考试总成绩的平均值及满意度。结果期末OSCE考试总成绩实验组为(90.23±7.26)分,优于对照组的(84.77±9.54)分,差异具有统计学意义(P <0.05)。教师对DOPS考核结果的满意度高于对照组,差异具有统计学意义(P <0.01);见习生对DOPS考核结果的满意度高于对照组,差异具有统计学意义(P <0.01)。结论 DOPS可作为外科动物实验教学中有效的形成性评价方法,能够提高学生操作水平和职业素养,能够有效促使教师及时调整带教模式与方法,值得在外科动物实验教学中进行应用。
Objective To explore the application and evaluation of direct observation of procedural skills in experimental teaching of surgical animals. Methods A total of 60 interns from the class 2015 clinical medicine major of the Second Affiliated Hospital of Xi 'an Jiaotong University were selected as study objects, and randomly divided into experimental group and control group. The experimental group conducted a direct observation assessment of operational skills in each experimental skill teaching as a formative assessment. The control group organized the teaching according to the traditional teaching process. The mean total scores of the final OSCE examination were compared between the experimental group and the control group. Results The total score of final OSCE examination in the experimental group was(90.23 ± 7.26), which was better than that in the control group(84.77± 9.54). The difference was statistically significant(P < 0.05). Teachers' satisfaction with the results of DOPS assessment in the experimental group was higher than that of the control group(P < 0.01). The satisfaction of probationers with DOPS test results was higher than that of the control group, with statistical significance(P < 0.01). Conclusion DOPS can be used as an effective formative evaluation method in the experimental teaching of surgical animals, which can improve the students' operational level and asepsis concept, and can effectively prompt teachers to adjust the teaching mode and method in a timely manner.
Objective To explore the application and evaluation of direct observation of procedural skills in experimental teaching of surgical animals. Methods A total of 60 interns from the class 2015 clinical medicine major of the Second Affiliated Hospital of Xi 'an Jiaotong University were selected as study objects, and randomly divided into experimental group and control group. The experimental group conducted a direct observation assessment of operational skills in each experimental skill teaching as a formative assessment. The control group organized the teaching according to the traditional teaching process. The mean total scores of the final OSCE examination were compared between the experimental group and the control group. Results The total score of final OSCE examination in the experimental group was(90.23 ± 7.26), which was better than that in the control group(84.77± 9.54). The difference was statistically significant(P < 0.05). Teachers' satisfaction with the results of DOPS assessment in the experimental group was higher than that of the control group(P < 0.01). The satisfaction of probationers with DOPS test results was higher than that of the control group, with statistical significance(P < 0.01). Conclusion DOPS can be used as an effective formative evaluation method in the experimental teaching of surgical animals, which can improve the students' operational level and asepsis concept, and can effectively prompt teachers to adjust the teaching mode and method in a timely manner.
引文
[1]臧全金,闫堃,马震川,等.提高外科动物手术学教学质量的方法探讨[J].中国继续医学教育,2017,9(21):15-16.
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[8]廖子龙,朱英,汪国翔,等.形成性评价在医学生临床实践教学中的应用现状与思考[J].教育观察,2018,7(15):80-82.
[9]肖永华,任传云,王世东,等.以DOPS为主要工具的有效反馈法在中医内科学见习课程中的实践[J].中医教育,2015,34(4):66-69.
[10]郑慧萍,张喆.心外科住院医师规范化培训考核体系的构建[J].中国继续医学教育,2018,10(5):6-8.
[11]钟小虎,王建芳,洪小飞.联合Mini-CEX及DOPS在外科医生临床培养与考核中的应用探讨[J].中国高等医学教育,2017(8):96-97.
[12]高璐,高晶,李红伟,等.以DOPS为工具的形成性评价在临床技能教学中的应用研究[J].中国医学教育技术,2017,31(6):714-716.
[2]乔海兵,祁文秀,宋维芳,等.五年制临床医学专业机能学实验教学改革与探索[J].基础医学教育,2018,20(8):671-673.
[3]张仁杰,李洪凯,钟小日,等.操作技能直接观察评估的应用研究进展[J].中国继续医学教育,2018,10(15):37-39.
[4]高璐,高晶,李红伟,等.以DOPS为工具的形成性评价在临床技能教学中的应用研究[J].中国医学教育技术,2017,31(6):714-716.
[5]梁丽娜,马亮亮,刘佳,等.临床教学实践中形成性评价体系的构建与应用[J].重庆医学,2018,47(8):1133-1135.
[6]吴志刚,苏安婕,李春广.新机制下综合评价系统的研究与设计[J].中原工学院学报,2017,28(4):90-94.
[7]夏天,汤显能.“互联网+”课堂新模式下临床教学形成性评价的应用研究[J].广西中医药大学学报,2018,21(1):121-123.
[8]廖子龙,朱英,汪国翔,等.形成性评价在医学生临床实践教学中的应用现状与思考[J].教育观察,2018,7(15):80-82.
[9]肖永华,任传云,王世东,等.以DOPS为主要工具的有效反馈法在中医内科学见习课程中的实践[J].中医教育,2015,34(4):66-69.
[10]郑慧萍,张喆.心外科住院医师规范化培训考核体系的构建[J].中国继续医学教育,2018,10(5):6-8.
[11]钟小虎,王建芳,洪小飞.联合Mini-CEX及DOPS在外科医生临床培养与考核中的应用探讨[J].中国高等医学教育,2017(8):96-97.
[12]高璐,高晶,李红伟,等.以DOPS为工具的形成性评价在临床技能教学中的应用研究[J].中国医学教育技术,2017,31(6):714-716.