Application of direct observation of procedural skills as formative evaluation in surgical residency training

doi:10.3760/cma.j.issn.1673-677X.2019.07.013

Abstract

Abstract: Objective T o discuss the effect of direct observation of procedural skills (DOPS) as formative evaluation in surgical residency training. Methods A total of 64 students in surgery residency training were randomly assigned to the experimental group (n=32) and the control group (n=32) . The clinical skill training of the control group was conducted by the traditional teaching method. DOPS was used in the experimental group as the formative evaluation. Both groups are trained by same group of teachers. After 2 month rotation, theoretical examination, medical record writing evaluation, Mini-CEX and clinical skill operation test were applied to evaluate the learning outcomes. SPSS 22.0 software was used for statistical analysis. Results The scores of clinical skill operation test of the experimental group (82.31±4.40) was higher than that of the control group (78.22±6.95), it showed statistically significant (t=-2.817,P<0.05). The scores of Mini-CEX of the experimental group (6.59±0.56) was higher than that of the control group (6.13±0.49), it showed statistically significant (t=-3.558,P<0.05). There was no statistically significant between the theoretical examination scores of the experimental group (80.31±7.51) and the control group (79.09±7.27) (t=-0.660,P>0.05). There was no statistically significant between the experimental group's medical record writing scores (79.68±7.54) and the control group (77.63±7.47) (t=-2.817, P>0.05). Conclusions DOPS as formative evaluation in the surgical residency training definitely increase the score of mini-CEX and clinical skill operation test, and improve the teaching outcome.

Key words: Direct observation of procedural skills, Residency training, Formative assessment

CLC Number:

R-05
R192.3

Liu Bing, Qi Dianjun. Application of direct observation of procedural skills as formative evaluation in surgical residency training[J]. Chinese Journal of Medical Education, 2019, 39(7): 535-538.

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