| 基金项目: |
|
| 摘要点击次数: 225 |
| 全文下载次数: 19 |
| 中文摘要: |
| 目的 观察集中反馈、形成性评估分别对气管插管教学效果的影响。方法 选择4年级医学专业的医学生83名，统一进行气管插管理论授课并理论测评后，随机分为过程反馈组和集中反馈组，气管插管训练时，两组分别进行过程反馈和集中反馈，训练结束后进行技能评估，比较两组理论测评成绩和技能评估成绩。另外选择4年级医学生91名，统一进行气管插管理论授课并理论测评后，随机分为终末性评估组和形成性评估组，终末性评估组进行气管插管训练后进行评估，形成性评估组先行第一次技能评估反馈再行训练，结束后行第二次技能评估，比较两组理论测评成绩和最终技能评估成绩。评估均采用客观结构式技能评估法，技能评估采用Checklist联合GRS量表评分。两组间评估结果比较采用两独立样本t检验。结果 过程反馈组和集中反馈组理论成绩对比无统计学差异（P=0.212），集中反馈组的技能评估成绩（39.4±4.9）高于过程反馈组（35.4±4.7），有统计学意义（P<0.001）。形成性评估组和终末性评估组的理论成绩无统计学差异（P=0.395），形成性评估组的最终技能评估成绩（39.3±6.2）高于终末性评估组（32.2±2.4），差异有统计学意义（P<0.001）。结论 集中反馈、形成性评估可以提高气管插管教学效果。 |
| 英文摘要: |
| Objective To investigate the effect of group feedback and formative assessment respectively on teaching effectiveness of endotracheal intubation (ETI). Method After a theoretical lecturing and theoretical test, Eighty three undergraduates were randomized into concurrent-feedback group and group-feedback group. ETI simulation training was given respectively by providing concurrent or group feedback in the two groups, and then undergraduates received a skill assessment. After a theoretical lecturing and theoretical test, other 91 undergraduates were randomized into final-assessment group and formative-assessment group. ETI simulation training and skill assessment were given in final-assessment group. Before training, first skill assessment was performed in formative-assessment group, and then feedback was delivered based on the assessment. After training, second skill assessment was given again. Skill assessment was evaluated using the criterion-based task specific checklist combined with global rating scale. T-test was used for comparison between groups. Results There is no statistical difference (P=0.212) in theoretical scores between group-feedback group (39.1±2.5). and concurrent-feedback group (38.2±3.8). Skill assessment score of group-feedback group (39.4±4.9) was higher than that in concurrent-feedback group (35.4±4.6), with statistical difference (P＜0.001). There is no statistical difference (P=0.395) in theoretical scores between formative-assessment group (41.1±4.0) and final-assessment group (40.2±5.6). Score of formative-assessment group (39.4±4.9) was higher than that in final-assessment group (35.4±4.6), with statistical difference (P＜0.001). Conclusion Terminal feedback or formative assessment could enhance teaching effectiveness of endotracheal intubation among medical students. |
|
查看全文 查看/发表评论 下载PDF阅读器 |
|
| 关闭 |
|
|
|
