联合应用Mini-CEX和DOPS在儿科实习医师教学评估中的价值

  目的  探讨迷你临床演练评量(Mini-CEX)和操作技能直接观察评估(DOPS)量表在儿科实习医师教学评估中的联合应用价值，提高实习医师教学质量。  方法  选择2020年10月—2021年9月在蚌埠医学院第一附属医院儿科实习的临床医学专业学生30名，应用Mini-CEX和DOPS对实习医师进行临床知识和临床操作技术测评。每名实习医师在儿科6周实习期间接受2次测评(实习初期及实习末期)；经Mini-CEX和DOPS量表考核，与带教考核教师进行沟通反馈后，了解到自身的不足，并在以后的学习中加强相关理论知识的自学和操作练习；比较实习医师前后2次测评的合格人数、评估花费时间。  结果  实习初期及实习末期Mini-CEX量表测评合格人数分别为18人、25人(Z=4.055，P＜0.001), 考核用时分别为(13.13±2.56)min和(11.43±2.34)min，反馈用时分别为(9.37±1.59)min和(7.63±1.33)min，2次考核用时和反馈用时比较差异有统计学意义(均P＜0.05)。实习初期及实习末期DOPS量表测评合格人数分别为18人、26人(Z=4.347，P＜0.001)，考核用时分别为(18.40±2.81)min和(15.90±2.12)min，反馈用时分别为(8.83±1.76)min和(7.33±1.32)min，2次考核用时和反馈用时比较差异有统计学意义(均P＜0.05)。  结论  实习医师在儿科临床实习期间使用Mini-CEX和DOPS量表进行教学，可以提高实习医师整体的专业沟通能力、自主学习能力，提高实习医师的专业技能、专业素养，临床教学效果良好，值得推广。 

Value of combined application of Mini-CEX and DOPS in teaching evaluation of paediatric interns

  Objective  To explore the combined application value of the Mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) scale in the teaching evaluation of paediatric interns, so as to improve the quality of clinical teaching for interns.  Methods  A total of 30 students majoring in clinical medicine who were practicing paediatrics in Department of Pediatrics of the First Affiliated Hospital of Bengbu Medical College from October 2020 to September 2021 were selected to evaluate the clinical knowledge and clinical operation techniques of the interns with Mini-CEX and DOPS. Each resident was evaluated twice during the 6-week paediatric residency (the beginning and end of the internship). After the assessment of the Mini-CEX and DOPS scale, they learned shortcomings after communicating and giving feedback to the assessment teachers and strengthened self-study and operation practice of relevant theoretical knowledge in a future study. The qualified number of interns and the evaluation time before and after the two evaluations were compared.  Results  At the beginning and end of the internship, the number of people who passed the Mini-CEX scale assessment were 18 and 25 (Z=4.055, P < 0.001), the assessment time was (13.13±2.56) min and (11.43±2.34) min, and the feedback time were (9.37±1.59) min and (7.63±1.33) min, respectively. There were statistically significant differences in the time spent in the two assessments and feedback (all P < 0.05). Meanwhile, at the beginning and end of the internship, the number of people who passed the DOPS scale assessment were 18 and 26 (Z=4.347, P < 0.001), the assessment time were (18.40±2.81) min and (15.90±2.12) min, and the feedback time were (8.83±1.76) min and (7.33±1.32) min, respectively. There were statistically significant differences in the time spent in the two assessments and feedback (all P < 0.05).  Conclusion  The using of Mini-CEX and DOPS scale for teaching in paediatric clinical practice can improve the overall professional communication ability and autonomous learning ability of interns, improve the professional skills and professional literacy of interns and achieve good clinical teaching effect. It is worthy of clinical promotion.