模拟教学联合Mini-CEX评估在儿科住院医师规范化培训中的应用

Application of Simulated Teaching Combined With Mini-CEX Evaluation in Standardized Training of Pediatric Residents

目的探索模拟教学联合迷你临床演练(miniature clinical examination,Mini-CEX)评估对儿科住院医师培训效果。方法选择2021年1月—2021年12月儿科住培医师36名,随机分为试验组和对照组各18名,对照组采用理论授课、教学查房、技能带教、病例讨论等传统教学方式进行培训,试验组在传统教学的基础上,分别于培训第3、6、9个月进行模拟教学联合Mini-CEX评估。在培训12个月后对两组进行Mini-CEX评估,比较试验组和对照组培训前后评估成绩的变化,以及试验组学员自身评估成绩的变化。结果两组学员在培训前Mini-CEX评估成绩,差异无统计学意义(P>0.05)。培训12个月后,试验组评估成绩高于对照组,差异有统计学意义(P<0.05)。培训期间,试验组学员评估成绩呈现增长趋势,从第9月开始与第1月的评估差异有统计学意义(P<0.05)。试验组培训12个月后教师满意度高于培训前,差异有统计学意义(P<0.05)。对照组教师满意度前后比较差异无统计学意义(P>0.05)。两组学员培训前后满意度均较高,培训前后比较差异无统计学意义(P>0.05)。结论采用模拟教学结合Mini-CEX评估方式能有效提高儿科医师的临床诊疗能力,取得了较好的培训效果,住培学员和教师对评估的总体满意度较高。

Objective To explore the effect of simulated teaching combined with miniature clinical examination(Mini-CEX)evaluation in standardized training of pediatric residents.Methods From January 2021 to December 2021,a total of 36 pediatric residents were randomly divided into experimental group and control group.The control group was trained by traditional teaching methods such as theoretical teaching,teaching ward round,skill teaching and case discussion.Based on traditional teaching,the experimental group was evaluated by simulated teaching combined with Mini-CEX in the third,sixth and ninth month of training.After 12 months of training,the two groups were evaluated by Mini-CEX.The changes of evaluation scores before and after training between the experimental group and the control group,as well as the changes of evaluation scores of students in the experimental group were compared.Results There was no significant difference in Mini-CEX evaluation scores between the two groups before training(P>0.05).After 12 months of training,the evaluation scores of the experimental group were higher than those of the control group(P<0.05).During the training period,the evaluation scores of the students in the experimental group showed an increasing trend,and the difference between the 9th month and the 1st month was statistically significant(P<0.05).After 12 months of training,the satisfaction of teachers in the experimental group was higher than that before training,the difference was statistically significant(P<0.05),there was no significant difference in the satisfaction of teachers in the control group(P>0.05).The satisfaction of the residents in two groups was high,and there was no significant difference before and after training(P>0.05).Conclusion The combination of simulated teaching and Mini-CEX evaluation can effectively improve the clinical diagnosis and treatment ability of pediatricians,and achieve good training results.The overall satisfaction of residents and teachers with the evaluation is high.