Objective To compare the effects of different standardized training modes for general practitioners in ophthalmology.Methods A total of 34 general practitioners who were trained in the ophthalmology base of the First Affiliated Hospital,Sun Yat-sen University from July 2017 to September 2018 were randomly divided into the prior-medical technology group and the prior-outpatient group.Mini-CEX was conducted respectively when they were enrolled in the department and two weeks after completion of the training.The difference in scores between the two groups was compared using a completely random independent sample t-test.Results The difference between enrollment (19.71±1.57) and half a month later (39.41±1.91) was statistically significant in Mini-CEX of the prior-medical technology group (t=-32.889,P<0.01).The difference between enrollment (19.65±1.69) and half a month later (34.71±2.62) was also statistically significant in Mini-CEX of the prior-outpatient group (t=-19.922,P<0.01).The improvement of the scores of the two groups were (19.71±2.57) and (15.06±3.77) respectively,the difference was statistically significant (t=4.203,P<0.01).Conclusions For general practitioners who receive short-term standardized training in ophthalmology,better training effect can be achieved by prior-medical technology room training (auxiliary examination room and treatment room) than prior-outpatient training.
Yu Fenfen
,
Huo Lijun
,
Su Yihua
,
Chen Yongchong
,
Gan Shibin
,
Wan Pengxia
. Comparison of the effects of different standardized training modes for general practitioners in ophthalmology[J]. Chinese Journal of Medical Education, 2019
, 39(12)
: 974
-977
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.12.020
[1] 徐国平,牛丽娟,王家骥.建设以全科医生为核心的中国家庭医学服务诊所的探讨[J].中国全科医学,2016,19(1):1-7.DOI:10.3969/j.issn.1007-9572.2016.01.001.
[2] 郭航远,池菊芳.加强全科医学教育 培养高素质全科医师[J].浙江临床医学,2008,10(7):1006-1007.
[3] Wragg A,Wade W,Fuller G,et al.Assessing the performance of specialist registrars[J].Clin Med,2003,3(2):131-134.DOI:10.7861/clinmedicine.3-2-131.
[4] Kogan JR,Holmboe ES,Hauer KE.Tools for direct observation and assessment of clinical skills of medical trainees:a systematic review[J].JAMA,2009,302(12):1316-1326.DOI:10.1001/jama.2009.1365.
[5] Norcini J,Burch V.Workplace-based assessment as an educational tool:AMEE Guide No.31[J].Med Teach,2007,29(9):855-871.DOI:10.1080/01421590701775453.
[6] Lörwald AC,Lahner FM,Nouns ZM,et al.The educational impact of mini-clinical evaluation exercise(Mini-CEX)and direct observation of procedural skills(DOPS)and its association with implementation:a systematic review and meta-analysis[J].Plos One,2018,13(6):e0198009.DOI:10.1371/journal.pone.019800.
[7] Durning SJ,Cation LJ,Markert RJ,et al.Assessing the reliability and validity of the mini-clinical evaluation exercise for internal medicine residency training[J].Acad Med,2002,77(9):900-904.DOI:10.1097/00001888-200209000-00020.
[8] 焦剑,华文.眼科急诊的处理与全科医生规范化培训的探讨[J].中国全科医学,2017,20(7):838-841.DOI:10.3969/j.issn.1007-9572.2017.07.016.
[9] Kim S,Willett LR,Noveck H,et al.Implementation of a Mini-CEX requirement across all third-year clerkships[J].Teach Learn Med,2016,28(4):424-431.DOI:10.1080/10401334.2016.1165682.