情景模拟教学联合Mini-CEX在助理全科住院医师规范化培训中的应用效果

Application effect of scenario simulation teaching combined with Mini-CEX in standardized training of assistant general practice residents

目的 探究情景模拟教学联合迷你临床演练评估(Mini-CEX)在助理全科医师规范化培训教学中的效果。方法 选取2022~2023年于我院参加规范化培训的29名助理全科医师,随机分为实验组(n=15)和对照组(n=14)。实验组采用情景模拟教学联合Mini-CEX模式进行教学,对照组采用传统模式教学。比较两组学员在经过6个月学习后在Mini-CEX各维度上的成绩,以及入科前后的综合表现,并收集学员和教师对教学效果的满意度。结果实验组学员四轮Mini-CEX评分结果比较,差异均有统计学意义(F分别=17.32、22.79、13.46、43.08、16.47、12.48、13.19,P均<0.05)。此外,实验组学员的出科考核成绩明显提升,且高于对照组,差异均有统计学意义(t分别=8.51、5.65,P<0.05)。实验组的学员满意度及教师满意度均明显高于对照组,差异均有统计学意义(t分别=2.17、3.07,P均<0.05)。结论 情景模拟教学联合Mini-CEX模式能明显提升教学质量,并且学员和教师满意度高。

Objective To evaluate the teaching effect of situational simulation teaching combined with mini-clinical evaluation exercise(Mini-CEX)in the training of assistant general practitioners.Methods A total of 29 assistant gen-eral practitioners who participated in standardized training in our hospital from 2022 to 2023 were selected and randomly divided into experimental group(n=15)and control group(n=14).The experimental group was taught by scenario simu-lation combined with Mini-CEX,while the control group was taught by traditional mode.The scores of the students in var-ious dimensions of Mini-CEX after 6 months of study were compared,as well as the comprehensive performance before and after admission.The students'and teachers'satisfaction with the teaching effect were collected.Results The results of four rounds of Mini-CEX scores in the experimental group were statistically different(F=17.32,22.79,13.46,43.08,16.47,12.48,13.19,P<0.05).In addition,the test score of the experimental group were significantly improved and better than that of the control group(t=8.51,5.65,P<0.05).The students satisfaction and teachers satisfaction of the experimen-tal group were significantly higher than those of the control group(t=2.17,3.07,P<0.05).Conclusion Scenario simu-lation teaching combined with Mini-CEX can obviously improve the teaching quality,and get high satisfaction of students and teachers.