医教协同式带教对急诊科实习生OSCE考核成绩及评判性思维能力的影响

季丽丽; 高航; 翟桂兰; 胡占升

doi:10.3760/cma.j.cn116021-20220622-01389

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医教协同式带教对急诊科实习生OSCE考核成绩及评判性思维能力的影响

临床教学 | 更新时间：2023-09-01

- 医教协同式带教对急诊科实习生OSCE考核成绩及评判性思维能力的影响
- Influence of the teaching model based on the synergy of medical education on the objective structured clinical examination scores and critical thinking ability of interns in emergency department
- 中华医学教育探索杂志 2023年22卷第8期页码：1218-1221
- 作者机构：
  
  1.锦州医科大学附属第一医院急诊科，锦州　121001
  2.锦州医科大学附属第一医院教务处，锦州　121001
- 作者简介：
  
  胡占升，Email：icuhzs1969@163.com
- 基金信息：
  
  锦州医科大学教育教学研究与改革项目(YB2021041)
- DOI：10.3760/cma.j.cn116021-20220622-01389
  中图分类号： R4
- 纸质出版日期：2023-08-20，
  
  收稿日期：2022-06-22，
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季丽丽, 高航, 翟桂兰, 等. 医教协同式带教对急诊科实习生OSCE考核成绩及评判性思维能力的影响[J]. 中华医学教育探索杂志, 2023, 22(8): 1218-1221.

Ji Lili, Gao Hang, Zhai Guilan, et al. Influence of the teaching model based on the synergy of medical education on the objective structured clinical examination scores and critical thinking ability of interns in emergency department[J]. Chinese Journal of Medical Education Research, 2023,22(8):1218-1221.
季丽丽, 高航, 翟桂兰, 等. 医教协同式带教对急诊科实习生OSCE考核成绩及评判性思维能力的影响[J]. 中华医学教育探索杂志, 2023, 22(8): 1218-1221. DOI： 10.3760/cma.j.cn116021-20220622-01389.

Ji Lili, Gao Hang, Zhai Guilan, et al. Influence of the teaching model based on the synergy of medical education on the objective structured clinical examination scores and critical thinking ability of interns in emergency department[J]. Chinese Journal of Medical Education Research, 2023,22(8):1218-1221. DOI： 10.3760/cma.j.cn116021-20220622-01389.

摘要

目的

探讨医教协同式带教对急诊科实习生客观结构化临床考试（objective structured clinical examination，OSCE）成绩及评判性思维能力的影响。

方法

选取2020至2021年本院急诊科实习的84名学生作为研究对象。采用随机数字表法将其分为观察组和对照组，每组42名。对照组采用传统带教，观察组采用医教协同式带教。两组均进行OSCE考核，比较两组考核成绩、评判性思维能力及学生对教学的评价。采用SPSS 22.0进行

检验和卡方检验。

结果

观察组实习生的理论考核成绩、病情评估、急救措施、专项技能、医疗仪器的使用、与SP的沟通能力、病历书写成绩及OSCE考核总分均高于对照组（

0.05）；与教学前相比，两组实习生教学后判性思维能力考核总成绩均升高，且观察组高于对照组[（306.38±25.76） vs. （280.39±20.17）]；观察组实习生对教学的总满意度高于对照组（

0.05）。

结论

医教协同式带教能够提高急诊科实习生的OSCE考核成绩，培养实习生的评判性思维能力，且对医教协同式带教的满意度高。

Abstract

Objective

To investigate the influence of the teaching model based on the synergy of medical education on the objective structured clinical examination (OSCE) scores and critical thinking ability of interns in emergency department.

Methods

A total of 84 students who studied as interns in Emergency Department of our hospital from January 2020 to 2021 were selected as research subjects

and they were divided into observation group and control group using a random number table

with 42 students in each group. The students in the control group were taught using traditional methods

while those in the observation group were taught based on the synergy of medical education. Both groups received an OSCE examination

and the two groups were compared in terms of OSCE score

critical thinking ability

and evaluation of teaching. SPSS 22.0 was used to perform the

-test and the chi-square test.

Results

Compared with the control group

the observation group had significantly higher scores of theoretical assessment

disease assessment

first aid measures

special skills

use of medical instruments

communication skills with SP

and medical record writing and a significantly higher total score of OSCE assessment (

0.05). After teaching

both groups had a significant increase in the score of critical thinking ability

and the observation group had a significantly higher score than the control group [(306.38±25.76) vs. (280.39±20.17)]. The observation group had a significantly higher degree of satisfaction with teaching than the control group (

0.05).

Conclusion

The teaching model based on the synergy of medical education can improve the OSCE score of interns in emergency department and cultivate their critical thinking ability

and there is a relatively high degree of satisfaction with this teaching model.

关键词

急诊科实习生医教协同式教学客观结构化临床考试评判性思维

Keywords

Emergency departmentInternTeaching model based on the synergy of medical educationObjective structured clinical examinationCritical thinking

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