操作技能直接观察评估作为形成性评价在基本医疗卫生服务毕业实习中的应用

目的 探讨在医学本科生基本医疗卫生服务毕业实习中应用操作技能直接观察评估(direct observation of procedural skills,DOPS)作为形成性评价的意义和效果.方法 选取2018年6月中国医科大学临床医学专业大学5年级的本科生62人为研究对象.应用随机数字表法将62名医学本科生分为观察组...

Application of DOPS as formative evaluation in basic health services in graduation practice

  Objective  To discuss the effect of direct observation of procedural skills (DOPS) as formative evaluation in basic health services in graduation practice.  Methods  Total 62 fifth-year undergraduates from The Clinical Medicine Major University of China Medical University were selected as study subjects In June 2018. Using random number table method, 62 medical undergraduates were divided into experimental group and control group, 31 persons in each group. DOPS was added as formative evaluation in the clinical operation skill training of the experimental group, while the control group still carried out clinical operation skill training with traditional teaching methods. The effect was evaluated at the end of the training.  Results  The physical examination scores of the experimental group [(80.66±6.53) points] were higher than those of the control group [(76.13±7.99) points], and the results were statistically significant (P < 0.05). The test scores of ECG operation in the experimental group [(78.50±9.06) points] were higher than those of the control group [(73.30±8.80) points], and the results were statistically significant (P < 0.05). The written test scores of students in the experimental group [(74.43±7.96) points] were higher than those of the control group [(73.28±9.32) points], but the results were not statistically significant (P>0.05). In the Mini-CEX test scores, the experimental group's medical history collection [(6.53±1.24) points], physical examination [(6.28±1.57) points], humanistic care [(6.21±1.31) points], communication skills [(6.44±1.48) points] and overall performance [(6.31±1.15) points] scores, were significantly higher than the control group [(5.87±1.17) points, (5.40±1.30) points, (5.37±1.45) points, (5.57±1.36) points and (5.60±0.89) points, respectively], and the results were statistically significant (all P < 0.05). There was no statistically significant difference between the experimental group and the control group in the clinical diagnosis and treatment and organizational effectiveness items in the Mini-CEX test scores (all P>0.05).  Conclusion  Carrying out DOPS as formative evaluation in the basic health services in graduation practice could improve the teaching effect effectively.