| 形成性评价在住院医师规范化培训胸外科规培中的应用 |
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| 引用本文： | 徐广文,徐世斌,徐美清,李萍,宋瑰琦,解明然.形成性评价在住院医师规范化培训胸外科规培中的应用[J].中华全科医学,2020,18(2):307-310. |
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| 作者姓名： | 徐广文 徐世斌 徐美清 李萍 宋瑰琦 解明然 |
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| 作者单位： | 1. 中国科学技术大学附属第一医院(安徽省立医院)胸外科, 安徽 合肥 230001; |
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| 基金项目： | 高等学校省级质量工程项目(2018xfsyxm031)国家自然科学基金(81973643)中科大校级本科教学研究项目(2018xjyxm46)安徽省自然科学基金(1708085MH179)“科大新医学”联合基金项目(WK9110000021) |
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| 摘 要： | 目的 探讨形成性评价在住院医师规范化培训胸外科规培中的应用效果。 方法 选取2019年1—6月期间在中国科学技术大学附属第一医院胸外科规培的60名住培学员为研究对象,按照入科时间的顺序随机分为对照组和观察组,每组30人。观察组采用Mini-CEX联合DOPS的形成性评价,对照组采用终结性评价。比较2组出科考核成绩包括理论成绩及技能成绩、问卷调查的满意度评分,比较带教老师对2组住培学员的满意度评分。 结果 观察组出科理论考核成绩(91.57±3.09 vs.87.87±3.20)和技能考核成绩(91.17±2.35 vs.86.93±2.38)均明显高于对照组,2组差异有统计学意义(均P<0.05)。观察组在自主学习能力、技能操作规范、临床思维能力及教学方法评价得分等方面明显高于对照组,差异有统计学意义(均P<0.05),2组医患沟通能力评分差异无统计学意义(P>0.05)。带教教师认为观察组学员自主学习能力、技能操作规范和临床思维能力明显高于对照组,2组差异有统计学意义(均P<0.05),2组学员医患沟通能力差异无统计学意义(P>0.05)。 结论 Mini-CEX联合DOPS的形成性评价强调评价的反馈,注重学习过程的改进,应用于胸外科住培中可提高培训效果及教学质量,值得推广。
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| 关 键 词： | 形成性评价 住院医师规范化培训 迷你临床演练评估 操作技能直接观察评估 胸外科 |
| 收稿时间： | 2019-07-12 |
Application of formative assessment in standardized resident training of thoracic surgery |
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| Affiliation: | 1. The First Affiliated Hospital of USTC,Division of Life Sciences and Medicine,University of Science and Technology of China,Hefei,Anhui 230001,China |
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| Abstract: | Objective To explore the application effect of formative assessment in standardized resident training of Thoracic Surgery. Methods A total of 60 residents who attended the Department of thoracic surgery from Jan to Jun 2019 during surgery resident standardized training in The First Affiliated Hospital of University of Science and Technology of China were selected as subjects and randomly divided into observation group and control group, with 30 in each group. After the Thoracic Surgery training, training effect was evaluated by examination and questionnaire survey. Results The scores of theoretical examination(91.57 ±3.09 vs. 87.87±3.20) and skill examination(91.17±2.35 vs. 86.93±2.38) in observation group were higher than those of control group. The difference was statistically significant(all P<0.05). The ability of self-learning、 clinical thinking, clinical operation and evaluation teaching methods were higher than those of control group, the differences were statistically significant(all P<0.05). There was no significant difference between the two groups in the ability of communication(P>0.05). Conclusion Formative assessment used in thoracic surgery training during surgery resident standardized training is beneficial to improve training effect and the quality of teaching. |
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