标准化患者模拟联合OSCE模式用于临床本科生带教的价值

王琦; 章婧; 郑玲玲; 刘骙

doi:10.3760/cma.j.cn116021-20210104-01642

您当前的位置：

首页 >

文章列表页 >

标准化患者模拟联合OSCE模式用于临床本科生带教的价值

教学改革 | 更新时间：2024-02-26

- 标准化患者模拟联合OSCE模式用于临床本科生带教的价值
- The value of standardized patient simulation combined with OSCE model in clinical undergraduate teaching
- 中华医学教育探索杂志 2024年23卷第2期页码：256-260
- 作者机构：
  
  1.陆军军医大学新桥医院医务处，重庆　400037
  2.陆军军医大学新桥医院预防保健科，重庆　400037
- 作者简介：
  
  王琦，Email： wangqi197908@163.com
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20210104-01642
  中图分类号： R473.6
- 纸质出版日期：2024-02-20，
  
  收稿日期：2021-01-04，
扫描看全文
王琦, 章婧, 郑玲玲, 等. 标准化患者模拟联合OSCE模式用于临床本科生带教的价值[J]. 中华医学教育探索杂志, 2024, 23(2): 256-260.

Wang Qi, Zhang Jing, Zheng Lingling, et al. The value of standardized patient simulation combined with OSCE model in clinical undergraduate teaching[J]. Chinese Journal of Medical Education Research, 2024,23(2):256-260.
王琦, 章婧, 郑玲玲, 等. 标准化患者模拟联合OSCE模式用于临床本科生带教的价值[J]. 中华医学教育探索杂志, 2024, 23(2): 256-260. DOI： 10.3760/cma.j.cn116021-20210104-01642.

Wang Qi, Zhang Jing, Zheng Lingling, et al. The value of standardized patient simulation combined with OSCE model in clinical undergraduate teaching[J]. Chinese Journal of Medical Education Research, 2024,23(2):256-260. DOI： 10.3760/cma.j.cn116021-20210104-01642.

摘要

目的

研究标准化患者模拟联合客观结构化临床考试（objective structured clinical examination，OSCE）模式用于临床本科生带教的价值。

方法

选择2018年1月至2020年1月在本医院实习的114名医学类本科生作为研究对象，采用随机数字表法将所有学生分为观察组（

=57）和对照组（

=57）。招募其他本科生作为标准化患者并进行培训；观察组学生进行标准化患者模拟教学，对照组患者采取传统教学方式；经验丰富的教师编写试题并制定统一评分标准，采取OSCE模式对两组进行考核。记录两组患者理论成绩、接诊病史成绩、人文沟通成绩、康复思维成绩、实践技能成绩、总成绩、观察组57名本科生对标准化患者模拟的评价和114名本科生对OSCE模式的评价。选用SPSS 22.0统计学软件对数据进行

检验。

结果

两组教学后，与对照组相比，观察组接诊病史成绩、人文沟通成绩、康复思维成绩、实践技能成绩均比较高，差异均有统计学意义（

0.05）；两组理论成绩无明显差异（

0.05）。教学前，两组总成绩差异无统计学意义（

0.05）；教学后两组总成绩均有所提升，差异有统计学意义（

0.05）；与对照组相比，观察组总成绩提升较高，差异有统计学意义（

0.05）。观察组所有本科生都认为标准化患者模拟教学使自身有所提升，并且89.47%的本科生认为标准化患者模拟值得在康复治疗专业的教学中推广；大部分本科生都认为OSCE模式比传统书面考试更能反映出学生的综合能力，并且能提升本科生的沟通能力和实践操作能力、培养本科生优质的康复思维、能改变学生偏重与理论学习的倾向；并有91.23%的本科生认为OSCE模式值得在康复治疗专业的课程中推广。

结论

标准化患者模拟联合OSCE模式有利于提升本科生的综合成绩，有利于提升本科生的沟通能力和实践操作能力，培养本科生优质的康复思维，可以在临床本科生带教中推广。

Abstract

Objective

To study the value of standardized patient simulation combined with objective structured clinical examination (OSCE) in clinical undergraduate teaching.

Methods

A total of 114 medical undergraduates who were interned in our hospital from January 2018 to January 2020 were selected as the research objects. All the students were randomly divided into observation group (

=57) and control group (

=57). Other undergraduate students were recruited as standardized patients and trained; students in the observation group were given standardized patient simulation teaching

while patients in the control group were given traditional teaching methods; experienced teachers prepared test questions and developed unified scoring standards

and OSCE model was adopted to assess the two groups. The scores of theory

medical history

humanistic communication

rehabilitation thinking

practical skills and total scores of the two groups were recorded. The evaluation of standardized patient simulation by 57 undergraduates and the evaluation of OSCE model by 114 undergraduates in the observation group were recorded. SPSS 22.0 statistical software was used for

test.

Results

After teaching

the scores of medical history

humanistic communication

rehabilitation thinking and practical skills in the observation group were significantly higher than those in the control group (

0.05)

but there was no significant difference in theoretical scores between the two groups (

0.05). Before teaching

there was no significant difference in the total scores between the two groups (

0.05); after teaching

the total scores of the two groups were both improved

with significant differences (

0.05); compared with the control group

the total score of the observation group was improved higher

with significant differences (

0.05). All the undergraduates in the observation group thought that the standardized patient simulation teaching improved themselves

and 89.47% of the undergraduates thought that the standardized patient simulation was worth promoting in the teaching of rehabilitation and therapy. Most of the undergraduates believed that OSCE model could reflect the students' comprehensive ability better than the traditional written examination

and could improve their communication ability and practical operation ability

cultivate their high-quality rehabilitation thinking

and change their tendency to lay stress on theoretical study. And 91.23% of the undergraduates thought that OSCE model was worth promoting in the courses of rehabilitation therapy.

Conclusions

Standardized patient simulation combined with OSCE model is conducive to improving the comprehensive performance of undergraduates

improving their communication ability and practical operation ability

and cultivating their high-quality rehabilitation thinking

which can be promoted in clinical undergraduate teaching.

关键词

标准化患者客观结构化临床考试康复治疗专业临床实习教学改革

Keywords

Standardized patientObjective structured clinical examinationRehabilitation therapyClinical practiceTeaching reform

references

Lacoeuilhe G, Thoreau La Salle M. Medical liability: the risk related to the new doctor-patient relationship [J]. Rev Prat, 2018, 68(1): 71-73.

Aronowitz T, Aronowitz S, Mardin-Small J, et al. Using objective structured clinical examination (OSCE) as education in advanced practice registered nursing education [J]. J Prof Nurs, 2017, 33(2): 119-125. DOI: 10.1016/j.profnurs.2016.06.003http://dx.doi.org/10.1016/j.profnurs.2016.06.003.

Zorn J, Snyder J, Guthrie J . Use of moulage to evaluate student assessment of skin in an objective structured clinical examination [J]. J Physician Assist Educ, 2018, 29(2): 99-103. DOI: 10.1097/JPA.0000000000000205http://dx.doi.org/10.1097/JPA.0000000000000205.

Miller GT, Scerbo MW, Zybak S, et al. Learner improvement from a simulatio-enhanced ultrasonography curriculum for first-year medical students [J]. J Ultrasound Med, 2017, 36(3): 609-619. DOI: 10.7863/ultra.15.12025http://dx.doi.org/10.7863/ultra.15.12025.

Gillette C, Stanton RB, Anderson HG. Student performance on a knowledge-based exam may predict student ability to communicate effectively with a standardized patient during an objective structured clinical examination [J]. Curr Pharm Teach Learn, 2017, 9(2): 201-207. DOI: 10.1016/j.cptl.2016.11.004http://dx.doi.org/10.1016/j.cptl.2016.11.004.

杨肖军，黄超群，彭春伟，等. 标准化患者在胃肠外科住院医师规范化培训PBL教学中的应用[J]. 中国医药导报， 2018， 15（28）： 57-60.

Papademetriou M, Perrault G, Pitman M, et al. Subtle skills: using objective structured clinical examinations to assess gastroenterology fellow performance in system based practice milestones [J]. World J Gastroenterol, 2020, 26(11): 1221-1230. DOI: 10.3748/wjg.v26.i11.1221http://dx.doi.org/10.3748/wjg.v26.i11.1221.

贾德馨，王永晨. 标准化病人在全科医学教学培训中的应用研究进展[J]. 中华全科医师杂志， 2018， 17（12）：1023-1026. DOI: 10.3760/cma.j.issn.1671-7368.2018.12.018http://dx.doi.org/10.3760/cma.j.issn.1671-7368.2018.12.018.

门月华，李薇薇，王艺萌，等. 分层学生标准化患者在医学生沟通技能培训中的应用[J]. 中国医学伦理学， 2018， 31（11）： 1394-1397. DOI: 10.12026/j.issn.1001-8565.2018.11.08http://dx.doi.org/10.12026/j.issn.1001-8565.2018.11.08.

张玉梅，贾伟丽，孙海欣，等. 标准化病人教学模式在全国继续教育项目：全国言语障碍、吞咽困难培训班中的应用[J]. 中国卒中杂志， 2018， 13（5）： 532-534. DOI: 10.3969/j.issn.1673-5765.2018.05.026http://dx.doi.org/10.3969/j.issn.1673-5765.2018.05.026.

陈捷，李会芳，乐小婧，等. 教师标准化病人联合案例教学法在医患沟通技能提升中的研究[J]. 昆明医科大学学报， 2020， 41（2）： 158-162.

于国华，帅浪，孙伟铭. 学生标准化患者结合客观结构化临床考试在康复治疗学专业学生临床带教中的应用[J]. 中国康复医学杂志， 2019， 34（9）： 1080-1082. DOI: 10.3969/j.issn.1001-1242.2019.09.014http://dx.doi.org/10.3969/j.issn.1001-1242.2019.09.014.

Behrens C, Morales V, Parra P, et al. A standardized objective structured clinical examination to assess clinical competencies in medical students [J]. Rev Med Chil, 2018, 146(10): 1197-1204. DOI: 10.4067/S0034-98872018001001197http://dx.doi.org/10.4067/S0034-98872018001001197.

李婷，邓树豪，董昭兴. OSCE在临床实习管理中内科出科考试的应用[J]. 昆明医科大学学报， 2019， 40（9）： 136-139.

魏冲，毛玥莹，李菁，等. 客观结构化临床考试应用于规范化培训住院医师入科考试的实践探索[J]. 基础医学与临床， 2018， 38（10）： 1513-1516. DOI: 10.16352/j.issn.1001-6325.2018.10.033http://dx.doi.org/10.16352/j.issn.1001-6325.2018.10.033.

刘畅，张莹莹，张海龙，等. 学生标准化患者在中医外科教学中的研究与实践[J]. 中国中医药信息杂志，2017， 24（3）： 117-120. DOI: 10.3969/j.issn.1005-5304.2017.03.029http://dx.doi.org/10.3969/j.issn.1005-5304.2017.03.029.

Sabzwari SR, Afzal A, Nanji K. Mimicking rashes: use of moulage technique in undergraduate assessment at the aga khan university, Karachi [J]. Educ Health, 2017, 30(1): 60-63. DOI: 10.4103/efh.EfH_38_16http://dx.doi.org/10.4103/efh.EfH_38_16.

胡少华，汤玉霞，崔莉萍，等. 客观结构化临床考试对提高护理本科实习生核心能力和自我导向学习能力的效果研究[J]. 重庆医学， 2019， 48（1）： 172-175. DOI: 10.3969/j.issn.1671-8348.2019.01.048http://dx.doi.org/10.3969/j.issn.1671-8348.2019.01.048.

浏览量

下载量

CSCD

文章被引用时，请邮件提醒。

提交

工具集

关联资源

基于支架式教学的翻转课堂在《传染病护理学》中的应用研究

Eurorad数据库在住院医师规范化培训放射科教学中的应用：以教学阅片为例

急性高原病高原环境下现场教学法的实践与评价

高等医学院校课程教学改革与教改课程认定工作的实践探索

硕士研究生骨科临床课程思政教学的探索与实践