以mini-CEX、DOPS为工具的形成性评价和CbD终末考核在中医脑病临床教学的应用初探

Application of Formative Assessment with Mini-CEX and DOPS as Tools and Final Assessment of CbD in the Clinical Teaching of TCM Encephalopathy

目的 初步分析以迷你临床演练评估(mini-CEX)、操作技能直接观察法(DOPS)为工具的形成性评价和病历讨论评价(CbD)终末考核在中医脑病临床教学中的应用。方法 以随机数字表法将36名中医专业5年制实习生分为观察组和对照组,各18名。对照组在实习过程中跟随带教老师参加日常的临床工作。观察组在对照组基础上加入mini-CEX和DOPS考核。比较两组出科考试成绩和CbD评分。结果 观察组技能操作考核成绩和CbD评分中病历记载质量、临床评估的开展、辅助检查的选择和整体临床能力的评分优于对照组(P <0.01)。结论 在临床教学中应用以mini-CEX+DOPS为工具的形成性评价和CbD终末考核模式,能够及时、准确地发现实习生的薄弱环节,进而更有针对性地开展教学工作,从根本上满足实习生的需求,推动学生自主学习意识的提高,从而达到以学生为核心进行教育评价的目的。

Objective To preliminarily analyze the application of formative assessment using mini-clinical evaluation exercise(mini-CEX)and direct observation of procedural skills(DOPS)as tools and final assessment of case-based discussion(CbD)in clinical teaching of traditional Chinese medicine(TCM)encephalopathy.Methods Thirty-six 5-year TCM intern students were divided into an observation group and a control group according to a random number table,with 18 participants in each group.The control group followed supervising teachers during their clinical rotations and participated in daily clinical work.The observation group underwent mini-CEX and DOPS assessments in addition to the activities of the control group.The examination scores and CbD ratings were compared between the two groups.Results The observation group showed superior performance in skill-based assessments and CbD ratings,including the quality of medical record documentation,conducting clinical assessments,selecting auxiliary examinations,and overall clinical competency as compared with the control group(P<0.01).Conclusion The application of formative assessment using mini-CEX+DOPS as tools combined with final assessment of CbD in clinical teaching enables the timely and accurate identification of weak points in intern students.This approach allows for more targeted teaching interventions,effectively meeting the needs of intern students,promoting their self-directed learning,and ultimately achieving student-centered education and evaluation.