探讨Mini-CEX在儿科临床教学中的应用
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摘要
目的探讨Mini-CEX在儿科临床教学中的应用及价值。方法选取2016年1—12月在我院儿科实习的临床本科医学生及第1年规培住院医师作为研究对象,将其随机分为两组,每组各30名。观察组采用Mini-CEX教学方法 ;对照组采用传统教学方法。在入科及出科时分别用Mini-CEX量表进行测评。结果与入科时相比,学员出科时整体测评合格率有所上升,差异具有统计学意义(P<0.05);观察组体格检查、医患沟通、操作技能、人文关怀及整体表现上的合格率均高于对照组,差异均具有统计学意义(P<0.05)。结论 Mini-CEX在儿科实施有利于提高医学生的临床实践能力的培养。
Objective To explore the application and value of MiniCEX in pediatric clinical teaching. Methods The clinical undergraduate medical students and 1 year training resident from January to December 2016 in our hospital were selected as the research objects, and they were randomly divided into two groups, 30 cases in each group. The observation group applied Mini-CEX teaching method; The control group adopted the traditional teaching method. The students were used to survey Mini-CEX. Results Compared with the entrance, the completion of the overall evaluation of students qualified rate increased, the difference was statistically significant(P < 0.05); The physical examination, doctor-patient communication, operation skills, humanistic care and overall performance rate of the observation group were higher than those of the control group, the difference was statistically significant(P < 0.05). Conclusion MiniCEX is helpful to improve the clinical practice ability of medical students in pediatrics.
Objective To explore the application and value of MiniCEX in pediatric clinical teaching. Methods The clinical undergraduate medical students and 1 year training resident from January to December 2016 in our hospital were selected as the research objects, and they were randomly divided into two groups, 30 cases in each group. The observation group applied Mini-CEX teaching method; The control group adopted the traditional teaching method. The students were used to survey Mini-CEX. Results Compared with the entrance, the completion of the overall evaluation of students qualified rate increased, the difference was statistically significant(P < 0.05); The physical examination, doctor-patient communication, operation skills, humanistic care and overall performance rate of the observation group were higher than those of the control group, the difference was statistically significant(P < 0.05). Conclusion MiniCEX is helpful to improve the clinical practice ability of medical students in pediatrics.
引文
[1]杨帅,李秋洁,范宇莹,等.Mini-CEX的应用现状及展望[J].中国高等医学教育,2015(2):87,143.
[2]郑晓宇,王君,罗邦安,等.七年制学生出科考核引入迷你临床演练评估(Mini-CEX)的实践[J].中医教育,2014,33(1):44-47,75.
[3]陆希平.医学教育未来发展重要趋势-2007亚太国际医学教育之重要信息(下)[J].西北医学教育,2008,16(4):617-620,654.
[4]陈弼沧,王小龙,黄朝阳,等.量化迷你临床演练评估在临床教学中应用的探讨[J].广西中医学院学报,2012,15(3):87-91.
[5]Sari P Dewi,Tri H Achmad.Optimising feedback using the miniCEX during the final semester programme[J].Med Education,2010,44(5):509.
[6]Norcini JJ,Blank LL,Arnold GK,et al.The Mini-CEX(Clinical Evaluation Exercise)a preliminary investigation[J].Ann Intern Med,1995,123(10):795-799.
[7]Malhotra S,Hatala R,Courneya CA.Internal medicine residents’perceptions of the Mini-Clinical evaluation exercise[J].Medical Teacher,2008,30(4):414-419.
[8]Kogan JR,Holmboe ES,Hauer KE.Tools for direct observation and assessment of clinical skills of medical trainees[J].JAMA,2009,302(12):1316-1326.
[9]齐建光,闫辉,吴晔,等.岗位胜任力为导向的教学理念在儿科住院医师规范化培训中的实践[J].中国高等医学教育,2015(5):1-2.
[10]章芳芳,黄丽华.临床教学评价方法的研究进展[J].护理与康复,2014,13(2):119-121.
[11]刘双萍,张铭旋,李柱虎,等.迷你临床病理演练评估(MiniCPEX)在病理教学中的应用[J].临床与实验病理学杂志,2015,31(3):336-337,338.
[12]曹琳,曹昕.阶段性情景模拟考核与Mini-CEX在妇产科护理实践教学中的应用[J].护理研究,2015,29(8C):2964-2967.
[13]罗兵,徐维,吴文其.探究迷你临床演练评估在临床教学中的应用[J].中国科技创新导刊,2014(11):144,146.
[2]郑晓宇,王君,罗邦安,等.七年制学生出科考核引入迷你临床演练评估(Mini-CEX)的实践[J].中医教育,2014,33(1):44-47,75.
[3]陆希平.医学教育未来发展重要趋势-2007亚太国际医学教育之重要信息(下)[J].西北医学教育,2008,16(4):617-620,654.
[4]陈弼沧,王小龙,黄朝阳,等.量化迷你临床演练评估在临床教学中应用的探讨[J].广西中医学院学报,2012,15(3):87-91.
[5]Sari P Dewi,Tri H Achmad.Optimising feedback using the miniCEX during the final semester programme[J].Med Education,2010,44(5):509.
[6]Norcini JJ,Blank LL,Arnold GK,et al.The Mini-CEX(Clinical Evaluation Exercise)a preliminary investigation[J].Ann Intern Med,1995,123(10):795-799.
[7]Malhotra S,Hatala R,Courneya CA.Internal medicine residents’perceptions of the Mini-Clinical evaluation exercise[J].Medical Teacher,2008,30(4):414-419.
[8]Kogan JR,Holmboe ES,Hauer KE.Tools for direct observation and assessment of clinical skills of medical trainees[J].JAMA,2009,302(12):1316-1326.
[9]齐建光,闫辉,吴晔,等.岗位胜任力为导向的教学理念在儿科住院医师规范化培训中的实践[J].中国高等医学教育,2015(5):1-2.
[10]章芳芳,黄丽华.临床教学评价方法的研究进展[J].护理与康复,2014,13(2):119-121.
[11]刘双萍,张铭旋,李柱虎,等.迷你临床病理演练评估(MiniCPEX)在病理教学中的应用[J].临床与实验病理学杂志,2015,31(3):336-337,338.
[12]曹琳,曹昕.阶段性情景模拟考核与Mini-CEX在妇产科护理实践教学中的应用[J].护理研究,2015,29(8C):2964-2967.
[13]罗兵,徐维,吴文其.探究迷你临床演练评估在临床教学中的应用[J].中国科技创新导刊,2014(11):144,146.