Influence of LIC mode on medical students' post competency

Pan Huayang; Wang Jinge; Wang Tong; Wu Jiaming; Wang Peng; Jiang Hongchi; Huang Jingjing

doi:10.3760/cma.j.cn116021-20210927-01490

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Influence of LIC mode on medical students' post competency

Clinical Teaching | 更新时间：2023-12-12

- Influence of LIC mode on medical students' post competency
- Chinese Journal of Medical Education Research Vol. 22, Issue 11, Pages: 1680-1684(2023)
- 作者机构：
  
  1.哈尔滨医科大学附属第一医院普通外科，哈尔滨　150001
  2.哈尔滨医科大学护理学院/哈尔滨医科大学附属第二医院护理学教研室，哈尔滨　150086
- 作者简介：
  
  Huang Jingjing, Email: huangjingjing1996@hotmail.com
- 基金信息：
  
  National College Students' Innovation and Entrepreneurship Training Program(202010226016);Heilongjiang Provincial Educational Science Planning Key Project(GJB1320187);School-level Youth Project of Curriculum Ideology and Politics of Harbin Medical University(SZQ202015)
- DOI：10.3760/cma.j.cn116021-20210927-01490
  CLC： R-05
- Published：20 November 2023，
  
  Received：27 September 2021，
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潘华洋, 王金格, 汪桐, 等. LIC模式对临床医学专业学生岗位胜任力的影响[J]. 中华医学教育探索杂志, 2023, 22(11): 1680-1684.

Pan Huayang, Wang Jinge, Wang Tong, et al. Influence of LIC mode on medical students' post competency. [J]. Chinese Journal of Medical Education Research 22(11):1680-1684(2023)
潘华洋, 王金格, 汪桐, 等. LIC模式对临床医学专业学生岗位胜任力的影响[J]. 中华医学教育探索杂志, 2023, 22(11): 1680-1684. DOI： 10.3760/cma.j.cn116021-20210927-01490.

Pan Huayang, Wang Jinge, Wang Tong, et al. Influence of LIC mode on medical students' post competency. [J]. Chinese Journal of Medical Education Research 22(11):1680-1684(2023) DOI： 10.3760/cma.j.cn116021-20210927-01490.

摘要

目的

探索与传统科室轮转实习相比，纵向整合临床实习（longitudinal integrated clerkship，LIC）模式是否更有利于提升临床医学专业学生的岗位胜任力及实习满意程度。

方法

选取2018年6月至2019年6月在哈尔滨医科大学附属第一医院进行毕业实习的72名学生，分为试验组和对照组，每组36名学生。试验组采用LIC模式，对照组采用传统科室轮转临床实习。实习结束后，对两组学生进行岗位胜任力评价。学生通过客观测试进行医学理论知识及临床基本能力评价，学生本人及带教教师对学生岗位胜任力其他五项进行评分。此外，对两组学生进行实习安排满意度问卷调查。采用SPSS 23.0统计软件进行

检验和卡方检验。

结果

客观测试及学生自评显示，试验组学生的医学理论知识、临床基本能力、医学职业精神、医患沟通能力、团队合作能力、文献检索能力、科研能力得分分别为（8.02±1.11）（7.63±0.90）（7.74±0.56）（8.10±1.06）（7.84±0.62）（6.25±0.60）（4.26±0.88），均明显高于对照组的（7.50±0.97）（6.93±0.73）（7.31±0.78）（7.22±0.60）（7.11±0.69）（4.78±0.84）（2.46±1.20），差异有统计学意义（

0.05）。试验组带教教师评价其医学职业精神、医患沟通能力、团队合作能力、文献检索能力、科研能力得分分别为（8.03±0.74）（7.95±0.73）（7.96±0.75）（4.84±0.84）（4.53±1.03），高于对照组的（6.59±0.70）（6.87±0.67）（6.95±0.69）（3.30±0.69）（2.70±1.05），差异有统计学意义（

0.01）。试验组对课程安排满意度、师生互动满意度、自身提升满意度、临床工作顺畅度四方面分数分别为（7.17±0.91）（7.08±0.69）（7.28±0.45）（7.72±0.82），高于对照组的（6.56±0.84）（6.28±0.82）（6.36±0.49），（6.81±0.71），差异有统计学意义（

0.01）。

结论

与传统科室轮转实习模式相比，LIC模式更有助于提高临床医学专业学生的岗位胜任力，有望成为取代传统科室轮转的新型临床实习模式。

Abstract

Objective

To explore whether a longitudinal integrated clerkship (LIC) model is more conducive to medical students' post competency and satisfaction with clerkships compared with the traditional block rotation clerkship.

Methods

We selected 72 students who participated in graduating clerkships at The First Affiliated Hospital of Harbin Medical University from June 2018 to June 2019. They were equally divided into experimental group and control group to adopt LIC and traditional block rotation clerkship models

respectively. After completing the clerkships

the two groups were evaluated for post competency through objective testing of theoretical medical knowledge and basic clinical skills and rating of the other five competence items by the students themselves and their teachers. At the same time

a questionnaire was delivered to both groups for the degree of satisfaction with clerkships. The

-test and chi-squared test were performed using SPSS 23.0.

Results

The objective tests and students' self-evaluation showed that the experimental group had significantly higher scores of theoretical medical knowledge [(8.02±1.11) vs. (7.50±0.97)]

basic clinical skills [(7.63±0.90) vs. (6.93±0.73)]

medical professional responsibility [(7.74±0.56) vs. (7.31±0.78)]

clinical communication [(8.10±1.06) vs. (7.22±0.60)]

team work [(7.84±0.62) vs. (7.11±0.69)]

literature searching [(6.25±0.60) vs. (4.78±0.84)]

and scientific research ability [(4.26±0.88) vs. (2.46±1.20)] compared with the control group (all

0.05). The experimental group had significantly higher teacher-rated scores of medical professional responsibility [(8.03±0.74) vs. (6.59±0.70)]

clinical communication [(7.95±0.73) vs. (6.87±0.67)]

team work [(7.96±0.75) vs. (6.95±0.69)]

literature searching [(4.84±0.84) vs. (3.30±0.69)]

and scientific research ability [(4.53±1.03) vs. (2.70±1.05)] than the control group (all

0.01). The scores of satisfaction were all higher in the experimental group than in the control group in terms of course arrangement satisfaction [(7.17±0.91) vs. 6.56±0.84)]

teacher-student interaction satisfaction [(7.08±0.69) vs. (6.28±0.82)]

self-improvement satisfaction [(7.28±0.45) vs. (6.36±0.49)]

and clinical work smoothness [(7.72±0.82) vs. (6.81±0.71); all

0.01].

Conclusion

Compared with the traditional block rotation model

the LIC model is more helpful for improving the post competency of medical students. LIC is a new clinical clerkship model that can potentially replace the traditional block rotation clerkship.

关键词

临床医学教育纵向整合临床实习模式岗位胜任力实习

Keywords

Clinical medical educationLongitudinal integrated clerkshipPost competencyClerkship

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