产前超声检查教学中DOPS形成性评价的应用

Application of DOPS Formatability Evaluation in Prenatal Ultrasound Examination Teaching

目的研究在产前超声检查教学中应用以DOPS为工具的形成性评价的效果。方法选取2018年4月-2018年12月在本院参与产前超声检查学习的学生30名为对象,在2018年4月-2018年8月按照传统教学流程组织教学及评价,将这段时间视作对照组,在2018年9月-2018年12月的教学中采取以DOPS为工具的形成性评价,将这段时间视作观察组,在学习结束后通过客观结构化临床考试进行教学质量的评价。结果观察组OSCE考试结果为(449.52±35.37)分,高于对照组(417.34±40.93)分(t=2.287 0,P <0.05)。观察组学生中优良率、有待加强率优于对照组,P <0.05;观察组学生中对教学表示优良的比重、不有待加强的比重优于对照组,P <0.05。结论以DOPS为工具的形成性评价应用在产前超声检查教学中有助于学生临床技能水平。

Objective To study the effect of using DOPS as a tool for formative evaluation in prenatal ultrasound examination teaching. Methods Thirty students from April 2018 to December 2018 who participated in prenatal ultrasound examination in our hospital were selected. From April 2018 to August 2018, the teaching and evaluation were organized according to the traditional teaching process. Time is regarded as the control group. The formative evaluation using DOPS as a tool is adopted in the teaching from September 2018 to December 2018. The time is regarded as the observation group, and the objective structured clinical examination is taught after the end of the study. Quality evaluation. Results The OSCE test results of the observation group were(449.52±35.37) points, which was higher than that of the control group(417.34±40.93) points(t = 2.287 0, P < 0.05). Among the observation group, the excellent rate and the need to strengthen the rate were better than the control group, P < 0.05. Among the students in the observation group, the proportion of excellent teaching and the proportion of the students who did not need to be strengthened were better than the control group, P < 0.05. Conclusion The use of DOPS as a tool for formative evaluation in the prenatal ultrasound examination helps students’ clinical skills.