形成性评价在妇产科骨干师资培训中的应用

Application of Formative Evaluation in the Training of Core Teachers in Obstetrics and Gynecology

目的 探究形成性评价教学方法在本科实践教学和住院医师规范化培训带教骨干师资培训中的应用。方法选取2020年11月参加国家住院医师规范化培训妇产科骨干师资培训班的120名高年资带教老师和2021年1—5月妇产科实习出科的12名五年制本科生进行工作坊形式的形成性评价模拟演练,分别选取一位具有代表性的住培医师(视频1)和一位高年资住院医师(视频2)以子宫肌瘤病史采集和妇科检查体格检查为考核内容录制操作视频资料,比较教师组和学生组对两个操作的评分差异。结果 教师组对视频1进行迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)和临床操作技能评估(direct observation of procedural skills,DOPS)的分值均低于视频2的分值,两组间差异有统计学意义(P <0.05)。学生组DOPS评价平均分明显高于教师组DOPS评的价平均分,差异有统计学意义(P<0.05)。结论 形成性评价过程中需注意针对不同年资学员制定阶梯递进式评价标准,提供可操作性的改进意见。针对形成性评价培训工作坊的定期开展为提高教师带教水平的系统性和规范性提供了可行性方案。

Objective To explore the application of formative evaluation in undergraduate practice teaching and standardized training for resident physicians. Methods 120senior teaching teachers who participated in the national standardized training course for key teachers of obstetrics and gynecology for residents in November 2020 and 12five-year undergraduates who graduated from obstetrics and gynecology internship during January to May 2021were selected to conduct formative evaluation simulation exercises in the form of workshops. A representative freshman doctor and a senior resident doctor were selected to take the collection of medical history of hysteromyoma and gynecological physical examination as the assessment contents, Compare the scores of teachers and students in the two groups. Results The evaluation of mini clinical evaluation exercise(Mini CEX) and direct observation of procedural skills(DOPS) of the teachers in the residential training group were lower than those of the teachers in the hospital group, and the difference between the two groups was statistically significant(P<0.05). The average DOPS score of the student group was significantly higher than that of the teacher group(P<0.05). Conclusion In the process of formative evaluation, it is necessary to formulate the evaluation standards for different seniority and provide suggestions for improvement. The regular development of formative assessment training workshops provides a feasible plan for improving the systematicness and standardization of teaching capability.