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.
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
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.07.013
[1]庄秋林,孟庆洋,余情,等. 志愿者模式在外科住院医师规范化培训临床技能结业考核中的应用[J]. 中华医学教育杂志, 2018, 38(1): 101-106. DOI:10.3760/cma.j.issn.1673-677X.2018.01.024.
[2]黄省利,刘颖,武玥兴,等. 住院医师外科规范化培训的问题和对策[J]. 中国高等医学教育, 2017(6): 15-16. DOI:10.3969/j.issn.1002-1701.2017.06.008.
[3]齐心,李楠,刘斯,等. 客观结构化临床考试在第一年外科住院医师规范化培训中的持续改进研究[J]. 中华医学教育杂志, 2017, 37(3): 457-461. DOI:10.3760/cma.j.issn.1673-677X.2017.03.031.
[4]林文平. 形成性评价在初中英语语音教学中的运用[J]. 教育教学论坛, 2017(1): 277-278. DOI:10.3969/j.issn.1674-9324.2017.01.124.
[5]张思平,王娟. 操作技能直接观察评估方法在皮肤真菌镜检教学中的探索[J]. 中华医学教育杂志, 2017, 31(1): 94-98. DOI:10.3760/cma.j.issn.1673-677X.2017.01.020.
[6]刘玉村,朱正纲. 外科学(普通外科分册)[M]. 北京:人民卫生出版社,2015: 323-394.
[7]高璐,高晶,李红伟,等. 以DOPS为工具的形成性评价在临床操作技能教学中的应用研究[J]. 中国医学教育技术杂志, 2017, 31(6): 714-716. DOI:10.13566/j.cnki.cmet.cn61-1317/g4.201706027.
[8]韩燚,周健,刘祖德,等. 迷你临床演练在骨科实习教学中的应用研究[J]. 中华医学教育探索杂志, 2018, 17(9): 942-946. DOI:10.3760/cma.j.issn.2095-1485.2018.09.017.
[9]高卉,白育庭,李岱. 临床基本技能操作与考核评分[M]. 北京:科学出版社,2012:105-220.
[10]朱亮亮. 迷你临床演练评估在全科医师能力评估中的应用[J]. 中国实用乡村医生杂志, 2014(12):10-11.DOI:10.3969/j.issn.1672-7185.2014.12.006.
[11]齐殿君,于晓松,王爽,等.开展以问题为基础的学习改善医学生交流恐惧的远期研究[J]. 中华医学教育杂志, 2016, 36(2): 249-252.DOI: 10.3760/cma.j.issn.1673-677X.2016.02.023.
[12]齐殿君,刘冰. 实施以问题为基础学习教学方法培养医学生医患沟通技能的研究[J]. 中华医学教育杂志, 2014, 34(6): 871-873. DOI:10.3760/cma.j.issn.1673-677X.2014.06.023.
