目的 评价第十届中国大学生医学技术技能大赛总决赛临床医学专业五年制赛道客观结构化临床考试(objective structured clinical examination, OSCE)的成绩,为OSCE在今后竞赛中的应用提供参考。方法 以42支参赛队伍的OSCE成绩作为研究资料,采用资料分析法,对成绩分布和赛题难度、区分度和信度进行描述。不同类型参赛队伍的OSCE成绩组间比较采用Kruskal-Wallis秩和检验。结果 42支参赛队伍的OSCE成绩为160.23(145.03,174.50)分。OSCE总体难度系数为0.60,区分度为0.20,克朗巴赫系数为0.860。来自“双一流”建设高校、省部属共建高校和其他院校参赛队伍的OSCE成绩分别为159.83(156.80,177.68)分、167.98(160.51,174.50)分和146.21(140.25,164.33)分;来自“5+3”一体化、混合组队和五年制参赛队伍的OSCE成绩分别为168.13(159.83,196.51)分、156.47(144.67,166.93)分和157.47(142.80,171.42)分;差异均无统计学意义(均P＞0.05)。结论 OSCE的赛题质量较好,具备一定优势,OSCE成绩与参赛队伍的院校级别和学生类别均无关。
Objective To evaluate the scores of Objective structured clinical examination(OSCE) in 5-year program track for undergraduates of clinical medicine and to provide suggestions to application of OSCE in the future competition. Methods According to the data analysis, we calculated the distribution, difficulty, discrimination, and reliability. Kruskal-Wallis rank test was used to analyze the relationship between scores and different classification of teams. Results The score was 160.23(145.03,174.50).The difficulty coefficient was 0.60,the discrimination was 0.20 and the Cronbach α was 0.860. The scores among different teams from double first-class universities, provincial and ministerial universities and other universities were 159.83 (156.80,177.68), 167.98 (160.51,174.50) and 146.21 (140.25,164.33) respectively. The scores among different teams from 5+3 integration, mixed and five-year team were 168.13 (159.83,196.51), 156.47 (144.67,166.93) and 157.47 (142.80,171.42) respectively.The differences were all not statistically significant (all P>0.05). Conclusions The test questions of OSCE are qualified. It has excellence to be used in the competition. The college levels and training modes of the participating teams have no effect on OSCE scores.
[1] 刘婧,姜冠潮,张斯琴,等. 全国高等医学院校大学生临床技能竞赛的问题和思考[J].中华医学教育杂志,2017,37(2):161-165.DOI:10.3760/cma.j.issn.1673-677X. 2017.02.001.
[2] 王娟, 刘刚, 郭海涛, 等. 开展全国高等医学院校大学生临床技能竞赛的实践和思考[J].中国高等医学教育,2021(2):23-24,106. DOI: 10.3969/j.issn.1002-1701.2021.02. 012.
[3] 教育部办公厅. 教育部办公厅关于举办第十届中国大学生医学技术技能大赛的通知[EB/OL].(2020-12-17)[2022-05-10].http://www.moe.gov.cn/srcsite/A08/moe_740/s3864/202101/t20210104_508666.html.
[4] Harden RM,Stevenson M,Downie WW,et al. Assessment of clinical competence using objective structured examination[J].Br Med J,1975,1(5955):447-451. DOI:10.1136/bmj.1.5955.447.
[5] 第十届中国大学生医学技术技能大赛组委会. 第十届大赛临床医学专业五年制赛道考核范围[EB/OL].(2020-12-17)[2022-05-10]. https://medu.bjmu.edu.cn/cms/show.action?code=publish_4af037e16e264f60016eaa7dea9c0ef7&siteid=100001&newsid=faa71080a6c34b38b5ea32adb7bd559f&channelid=0000000060.
[6] 刘婧, 姜冠潮. 全国高等医学院校大学生临床技能竞赛的总结及启示[J].中华护理教育,2021,18(1):12-16. DOI:10.3761/j.issn.1672-9234.2021.01.002.
[7] 徐涛,姜晶梅,韩少梅, 等. 八年制学生医学统计学考试试卷质量测评[J].中国卫生统计,2018,35(2):315-316,320.
[8] 张勤,涂文记. 客观结构化临床考试理论与实践手册[M].北京:中国协和医科大学出版社,2018:44-45.
[9] 厉岩. 全国高等医学院校大学生临床技能竞赛总决赛竞赛形式设计的反思[J].中华医学教育杂志,2021,41(7):616-621. DOI: 10.3760/cma.j.cn115259-20210414-00494.
[10] 刘婧, 姜冠潮, 尹剑, 等. 关于改进“全国高等医学院校大学生临床技能竞赛”命题的调研与建议分析[J].高校医学教学研究(电子版),2018,8(4):3-7. DOI:10.3868/ j.issn.2095-1582.2018.04.001.
[11] 平智广,俞海洋,张景华. “第八届全国高等医学院校大学生临床技能竞赛”总决赛成绩分析[J].高校医学教学研究(电子版),2018,8(4):22-26. DOI:10.3868/j.issn. 2095-1582.2018.04.004.
