Application of mini-clinical evaluation exercise in the clinical teaching of orthopedics

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Application of mini-clinical evaluation exercise in the clinical teaching of orthopedics

更新时间：2024-09-19

- Application of mini-clinical evaluation exercise in the clinical teaching of orthopedics
- Vol. 17, Issue 9, (2018)
- 作者机构：
  
  上海交通大学医学院附属仁济医院骨科
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2018，
- 稿件说明：
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Application of mini-clinical evaluation exercise in the clinical teaching of orthopedics. [J]. 17(9).(2018)
DOI：

Application of mini-clinical evaluation exercise in the clinical teaching of orthopedics. [J]. 17(9).(2018) DOI：

摘要

目的　探讨迷你临床演练（mini-clinical evaluation exercise，Mini-CEX）在骨科实习教学中的应用效果。方法　选择2017年1至7月在仁济医院骨科实习的60名学生，随机分为实验组和对照组（每组30人）。实验组在实习期间按照Mini-CEX方案进行带教，总共4学时；对照组采用传统的临床实习带教方法，同样为4学时。实习结束后，对两组学生进行问卷调查及统一考核并记录相关结果。采用SPSS 21.0软件进行独立样本t检验和卡方检验。结果　除沟通技能外，实验组学生在医疗面谈技能、体格检查技能、人文关怀、临床判断、组织效能和整体临床胜任力方面均高于对照组，差异具有统计学意义（P<0.05）。实验组学生在提高分析病情的能力（ χ2=6.674，P=0.036）、增强专业知识和技能（ χ2=6.455，P=0.040）、提高临床实践技能（ χ2=6.673，P=0.036）以及教学满意度（ χ2=6.881，P=0.032）均明显高于对照组，差异具有统计学意义（P<0.05）；而在激发学习兴趣（ χ2=4.025，P=0.134）、增强语言表达能力（ χ2=4.993，P=0.085）、增强病史采集能力（ χ2=1.564，P=0.458）、提高人文素质及意识（ χ2=2.982，P=0.255）和增强团队合作能力（ χ2=2.651，P=0.266）方面，两组差异无统计学意义。结论　使用Mini-CEX教学不仅能获得更高的满意度，还有助于增强学生专业知识和技能，提高学生分析病情的能力和临床实践技能。在骨科实习教学中使用迷你临床演练教学及考核方案，可以提高教学质量和学生的满意度

Abstract

Objective　To evaluate the application effect of mini-clinical evaluation exercise (Mini-CEX) in the clinical teaching of orthopedics. Methods　A total of 60 students who finished their orthopedics internship in Renji Hospital of Shanghai Jiao Tong University from January 2017 to July 2017 were in-volved and randomly divided into the experimental group and the control group with 30 students in each group. The experimental group received Mini-CEX while the control group received traditional lessons. Sur-veys and tests were conducted after the internship and the results were recorded. All statistical analyses were performed with the independent sample t test and Chi-square test using SPSS software (version 21.0). Results　Except for communication skills

the medical counseling skills

physical examination skills

humanistic qualities

clinical diagnosis

organization and overall clinical competence were higher in the experimental group than in the control group and the difference was statistically significant (P<0.05). The improvements in clinical diagnosis ( χ2=6.674

P=0.036)

professional knowledge and skills ( χ2=6.455

P=0.040)

clinical practice skills ( χ2=6.673

P=0.036) and satisfaction ( χ2=6.881

P=0.032) were greater in the experimental group than in the control group and the difference was statistically significant (P<0.05). No significant difference was observed in the inspiration of learning interest( χ2=4.025

P=0.134) and the improve-ments in language proficiency ( χ2=4.993

P=0.085)

medical history acquisition ability ( χ2=1.564

P=0.458)

humanistic qualities ( χ2=2.982

P=0.255) and teamwork ( χ2=2.651

P=0.266) between the two groups. Conclusion　Mini-CEX not only achieves higher satisfaction but also helps students to improve their pro-fessional knowledge and skills

clinical diagnosis and clinical practice skills. Besides

Mini-CEX in the clinical teaching of orthopedics can effectively improve the quality of teaching and the satisfaction of students

thus providing a new teaching mode worthy of popularization.

关键词

迷你临床演练　骨科　实习教学

Keywords

Mini-CEX　Orthopedics　Clinical teaching

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