临床医师资格分阶段考试第一阶段技能成绩分析及与校内技能考试成绩的相关性研究

Analysis of Skill Scores in the First Stage of the National Medical Licensing Examination and Its Correlation with Skill Scores in School⁃based Examinations

目的:分析临床医师资格分阶段考试第一阶段技能成绩,探讨其与校内技能考试成绩的相关性。方法:选取我院2018年至2021年参加国家医师资格分阶段考试的临床医学专业本科学生为研究对象,分析其技能考试各站点成绩及总成绩;并对2019年分阶段考试技能成绩与校内技能考试成绩进行相关性分析。结果:2018年至2021年分阶段考试技能总成绩保持基本平稳,上升趋势不明显,第二站、第三站、第五站、第六站成绩有明显差异,具有统计学意义(P<0.05),其中第二站、第三站成绩呈明显上升趋势,第五站、第六站成绩呈下降趋势。分阶段考试第五站与第六站、总成绩与校内课程技能考试病史采集成绩、分阶段考试总成绩与校内考试总成绩呈较弱的正相关。结论:提高学生对分阶段考试的重视程度,注重教师集体备课,进一步推进课程改革,丰富实践教学考核内容。

Objective:To analyze the skill scores of the first stage of the National Medical Licensing Examination and to explore its correlation with the skill scores of the school⁃based examinations.Methods:The undergraduate students majoring in clinical medicine who participated in the National Medical Licensing Examination from 2018 to 2021 in our college were selected as the research objects,and their skill examination scores at each station and total scores were analyzed;and the correlation between the skill scores of the 2019 staged examination and the skill scores of the school⁃based examination was analyzed.Results:From 2018 to 2021,the total score of the staged examination skills remained basically stable,and the upward trend was not obvious.There were significant differences in the scores of the second,third,fifth and sixth stations(P<0.05),among which the scores of the second and third stations showed an obvious upward trend,while the scores of the fifth and sixth stations showed a downward trend.There was a weak positive correlation between the fifth and sixth stations of the staged examination,the total score and the medical history collection score of the school⁃based course skill examination,and the total score of the staged examination and the total score of the school⁃based examination.Conclusion:We should improve students'attention to the staged examination,pay attention to collective preparation of teachers,further promote curriculum reform,and enrich the content of practical teaching assessment.