中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (6): 563-567.DOI: 10.3760/cma.j.cn115259-20211115-01399

• 医学教育评估 • 上一篇    下一篇

2014至2019年青岛大学医学生临床实践能力大赛结果分析

王元松1, 王晶2, 杨永洁2, 刘成玉1   

  1. 1青岛大学青岛医学院临床技能学教学实验中心,青岛 266071;
    2青岛大学青岛医学院本科教学办公室,青岛 266071
  • 收稿日期:2021-11-15 出版日期:2022-06-01 发布日期:2022-05-27
  • 通讯作者: 刘成玉, Email: lchyu2000@163.com
  • 基金资助:
    青岛大学2020年教学研究与改革项目[青大教字(2020)21号JXGG2020023)] ;山东省高等医学教育研究中心科研规划课题[2021(3)号YJKT2021007]

Analysis of the results of clinical skill competition by undergraduates in Qingdao University from 2014 to 2019

Wang Yuansong1, Wang Jing2, Yang Yongjie2, Liu Chengyu1   

  1. 1Clinical Skills Teaching Experimental Center, Qingdao Medical College of Qingdao University, Qingdao 266071, China;
    2Undergraduate Teaching Office, Qingdao Medical College of Qingdao University, Qingdao 266071, China
  • Received:2021-11-15 Online:2022-06-01 Published:2022-05-27
  • Contact: Liu Chengyu, Email: lchyu2000@163.com
  • Supported by:
    2020 Teaching Research and Reform Project of Qingdao University(JXGG2020023); Research Planning Project of Shandong Higher Medical Education Research Center(YJKT2021007)

摘要: 目的 分析2014至2019年青岛大学医学生临床实践能力大赛(简称大赛)结果,为提高临床实践能力教学效果提供参考。方法 2021年10至11月,采用资料分析方法,以青岛大学9所临床医学院2009~2014级五年制临床医学专业和“5+3”一体化临床医学专业实习阶段600名医学生(共有2 419名)的大赛成绩,以及对600名参赛队员和120名裁判的问卷调查结果为资料来源。采用方差分析法分析医学生在6届大赛各赛站的失分情况,采用Pearson相关系数分析失分情况随大赛年份变化的趋势。结果 参加6届大赛的医学生占其总数的24.8%(600/2 419),从第一届到第六届大赛,各赛站的失分逐渐降低[如病史采集站:(29.50±9.85)分比(25.50±6.43)分比(18.50±6.26)分比(16.50±4.74)分比(15.50±3.69)分比(13.00±3.50)分],其差异均具有统计学意义(均P<0.05),医学生在各赛站的失分随年份变化呈降低趋势(r=-0.436~-0.754,均P<0.05);与其他赛站比较,各届大赛的综合技能站失分最多[如第二届:综合技能站(37.50±10.07)分比妇产儿科技术站(21.50±7.47)分比穿刺技术站(26.00±8.10)分比外科技术站(25.00±7.82 )分比急救技术站(23.50±7.47)分比体格检查站(22.50±6.35)分比病例分析站(25.00±4.08)分比病史采集站(25.50±6.43)分] ,其差异均具有统计学意义(均P<0.05)。各届大赛不同类型参赛队员的失分[如第五届随机队员(26.33±10.08 )分,随机与推荐组合队员队员(15.67±4.17)分,推荐队员(8.33±4.42)分]比较,其差异均具有统计学意义(均P<0.05)。问卷调查结果显示,参赛队失分原因排在首位的是操作的规范性与熟练程度70.8%(85/120)。98.5%(591/600)的参赛队员和95.0%(114/120)的裁判认为大赛能够巩固和提高医学生的临床实践能力。结论 医学生在大赛中成绩逐年提高,且推荐队员的成绩高于随机队员、推荐与随机组合队员,大赛是巩固与提高医学生临床实践能力的重要方法之一。建议在以后的大赛中增加参赛队员的数量,并在日常教学中进一步强化医学生的临床实践能力训练。

关键词: 医学生, 临床实践能力, 竞赛, 分析

Abstract: Objective To analyze the results of clinical skill competitions by medical students in Qingdao University from 2014 to 2019,in order to provide reference for improving teaching effect of clinical skill. Methods The data analysis covered the results from 6 competitions with 2 419 undergraduates of 5-year program and of “5+3” program from 9 clinical medical schools of Qingdao University during the period 2009 to 2014 and a questionnaire survey was carried out in 600 competition team members and 120 referees. The ANOVA was used to analyze the loss of points at each station of the 6 competitions, and the Pearson correlation coefficient was used to analyze the trend of the change of points lost with the competitions year. Results The number of medical students participating in the 1st to 6th competitions accounted for 24.8%(600/2 419) of the total number of medical student. From the 1st to the 6th competition, the points lost at each station gradually decreased, for example the lost score of history taking decreased from 29.50 ± 9.85 down to 25.50 ± 6.43, 18.50 ± 6.26,16.50 ± 4.74,15.50 ± 3.69 and finally to 13.00 ± 3.50 (all P<0.05), the points lost in each competition station show a decreasing trend with the change of the year(r=-0.436~-0.754,all P<0.05); Compared with other competition stations, the comprehensive skills station lost the most points. Take the example of the second competition, the lost score was concentrated in the comprehensive skills (37.50±10.07) , obstetrics and pediatrics technology (21.50±7.47), puncture technology (26.00±8.10), surgical technology (25.00±7.82), emergency technology (23.50±7.47), physical examination (22.50±6.35), case analysis station(25.00±4.08) and history taking (25.50±6.43 )(all P<0.05).There was also a significant difference in the average loss points of different organizations of competition teams. For example in the fifth competition, the scores from randomly selected team members (26.33±10.08), from recommended plus random hybrid team members (15.67±4.17) and from recommended team members (8.33±4.42) were significantly different (all P<0.05). The questionnaire collected from 120 referees showed that the top reasons for losting score were the standardization and proficiency of the operation[70.8%(85/120)]. Conclusions The results of the medical students' clinical skill competition have been improved year by year and the scores from recommended team members were higher than those from the random team members and the recommended plus random hybrid team members. The competition is one of the important methods to consolidate and improve the clinical practice capacity of medical students. It is suggested that more students should be invited to join the competitions in future and school authority should pay more attention to the regular training of clinical skills of medical undergraduates.

Key words: Students, medical, Clinical skill competence, Competition, Analysis

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