引用本文:高占峰,乔建梁,白俊清,刘艳阳.基于改良DOPS的形成性评价在专业型硕士研究生临床技能培训中的应用[J].中华医学教育探索杂志,2023,22(4):508-511
基于改良DOPS的形成性评价在专业型硕士研究生临床技能培训中的应用
Application of modified DOPS as formative assessment in clinical skills training for professional graduate students
DOI:10.3760/cma.j.cn116021-20201012-01235
中文关键词:  操作技能直接观察评估  临床技能  专业型硕士研究生
英文关键词:Direct observation of procedural skills  Clinical skill  Professional graduate student
基金项目:学位与研究生教育学会教育研究课题(B3-YX20190302-33);内蒙古自治区教育科学“十三五”规划课题(NGJGH2019229);内蒙古科技厅教育研究课题(YJG20191013202);内蒙古医科大学教学改革项目(NYJXGG2020077)
作者单位邮编
高占峰 内蒙古医科大学附属医院普外科呼和浩特 010059 010059
乔建梁 内蒙古医科大学附属医院普外科呼和浩特 010059 010059
白俊清 内蒙古医科大学附属医院教务部呼和浩特 010059 010059
刘艳阳* 内蒙古医科大学附属医院教务部呼和浩特 010059 010059
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中文摘要:
      目的 探讨以改良版的操作技能直接观察法(direct observation of procedural skills,DOPS)作为形成性评价工具,在专业型硕士研究生临床技能培训中的应用效果。方法 选取2019级专业型硕士研究生(130人)作为试验组,2018级专业型硕士研究生(127人)作为对照组。入学后进行临床通用技能培训,对照组采用传统技能教学,试验组在传统教学基础上增加DOPS作为形成性评价。通过培训考核成绩比较和问卷调查结果分析评估DOPS的教学效果。采用SPSS 23.0进行t检验。结果 试验组培训成绩[(84.35±3.41)分]高于对照组[(77.58±2.68)分],差异有统计学意义(t=2.63,P<0.05)。在DOPS单项考核指标中“技能操作完成能力”“沟通能力”两项得分最低。问卷结果显示,试验组的自主学习能力、临床思维能力、临床实践能力、职业素养的自评得分均高于对照组(P<0.05)。结论 应用改良DOPS评价考核有利于提升学生的临床核心能力,提高培训质量,值得推广应用。
英文摘要:
      Objective To explore the application effect of modified direct observation of procedural skills (DOPS) as a formative assessment tool in clinical skills training of professional graduate students.Methods A total of 130 professional graduate students of Batch 2019 were selected as the experimental group, and 127 graduate students of Batch 2018 were selected as the control group. Two groups of students received clinical general skills training after enrollment, the control group adopted the traditional skills teaching method, and the experimental group added DOPS as formative assessment on the basis of traditional teaching. The teaching effect of DOPS was evaluated by means of scores analysis and student self-assessment. SPSS 23.0 was used for t-test.Results The score of the experimental group (84.35±3.41) was higher than that of the control group (77.58±2.68), which showed a statistically significant difference (t=2.63, P<0.05). The scores of "skill operation ability" and "communication ability" were the lowest single indexes in the assessment of DOPS. The results of self-assessment showed that the scores of autonomous learning ability, clinical thinking ability, clinical practice ability and professional accomplishment of students in the experimental group were all higher than those in the control group (P<0.05).Conclusion Modified DOPS is helpful to improve clinical core ability, which is worth promoting for application.
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