Mini-CEX与DOPS形成性评价体系在牙周病学临床实习教学中的应用

doi:10.13591/j.cnki.kqyx.2024.12.010

摘要/Abstract

摘要：

目的探讨迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)和操作技能直接观察评估(direct observation of procedure skills,DOPS)形成性评价体系在牙周病学临床实习教学中的应用效果。方法选择在牙周病科实习的56名本科生,随机分为对照组和教改组,对照组采用传统带教模式,教改组采用基于Mini-CEX和DOPS联合应用的形成性评价带教模式,通过比较两组学生的出入科考核成绩、教改组学生临床实习前后Mini-CEX和DOPS评分情况和问卷调查评价应用效果。结果两组学生的临床实习前考核成绩未见明显差异(P>0.05);出科考核中,教改组学生的病例汇报和临床技能成绩均明显优于对照组(P<0.05);实习结束时,教改组学生Mini-CEX和DOPS中各项成绩均较实习前明显提升(P<0.05);学生及带教老师对形成性评价及效果较为满意。结论 Mini-CEX和DOPS形成性评价体系可有效提升牙周病学临床实习教学质量,得到了学生和带教老师的广泛认可,值得推广应用。

关键词: 迷你临床演练评估, 操作技能直接观察评估, 本科生, 形成性评价, 牙周病学

Abstract:

Objective To explore the effect of a formative assessment of mini clinical evaluation exercise (Mini-CEX) and direct observation of procedure skills (DOPS) on clinical internship teaching in periodontology. Methods Fifty-six undergraduates, who were interning in the Department of Periodontics, were selected and randomly divided into the control group and the teaching reform group. The traditional summative evaluation teaching mode was adopted in the control group, while the formative evaluation teaching methods of Mini-CEX and DOPS were used in the teaching reform group. The application effect was evaluated through the examination scores of two groups of students before and after the clinical practice, the Mini-CEX and DOPS scores of students in the teaching reform group before and after clinical practice, and a questionnaire survey. Results There was no significant difference in the scores of pre-clinical practice examination between the two groups (P>0.05). However, after the clinical practice, the scores of case report and clinical skills of the students in the teaching reform group were significantly higher than those in the control group (P<0.05). In addition, after the clinical practice, the scores of each item in the Mini CEX and DOPS of teaching reform group were significantly improved compared with those before clinical practice (P<0.05). The students and teachers were both satisfied with the formative assessment and its effectiveness. Conclusion The formative evaluation system of Mini-CEX and DOPS can effectively improve the quality of clinical internship teaching in periodontology, which has been widely recognized by students and teachers and is worthy of promoting and application.

Key words: mini clinical evaluation exercise (Mini-CEX), direct observation of procedure skills (DOPS), undergraduate, formative assessment, periodontology

中图分类号:

R781.4

耿莹, 李璐, 王晓茜, 陈旭, 周逸, 孙颖, 徐艳. Mini-CEX与DOPS形成性评价体系在牙周病学临床实习教学中的应用[J]. 口腔医学, 2024, 44(12): 931-935.

GENG Ying, LI Lu, WANG Xiaoqian, CHEN Xu, ZHOU Yi, SUN Ying, XU Yan. Application of formative evaluation system of Mini-CEX and DOPS in clinical internship teaching in periodontology[J]. Stomatology, 2024, 44(12): 931-935.

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参考文献 25

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组别	理论知识	病历书写	模型操作
对照组	82.71±5.07	77.21±4.95	76.54±2.82
教改组	83.61±5.11	76.39±4.53	75.71±2.73
t	0.656	0.648	1.106
P	0.514	0.520	0.273

组别	综述撰写	病例汇报	临床技能
对照组	84.21±4.06	78.93±5.60	80.57±5.07
教改组	85.54±4.16	83.61±5.11	84.21±4.48
t	1.203	3.265	2.850
P	0.234	0.002	0.006

项目	入科时	出科时	t	P
牙周疾病问诊技巧	6.39±0.92	7.21±0.88	4.600	0.000
牙周病检查技巧	6.43±0.84	7.39±0.63	4.765	0.000
临床诊断	6.61±1.07	7.82±0.86	4.150	0.000
制定序列治疗计划	5.82±1.02	7.07±0.54	6.148	0.000
预后判断	5.21±0.96	6.75±0.52	7.354	0.000
病历书写	5.93±0.90	7.46±0.69	6.945	0.000
沟通技巧	7.61±0.57	7.93±0.54	2.077	0.047
整体表现	6.21±0.79	7.29±0.81	5.582	0.000

项目	入科时	出科时	t	P
对适应证及禁忌证的熟悉程度	6.71±0.66	7.50±0.51	6.059	0.000
知情同意	7.36±0.56	7.96±0.51	5.109	0.000
术前准备	6.54±0.88	8.07±0.66	8.451	0.000
无菌操作技术	6.57±1.29	7.71±1.15	3.251	0.003
体位	6.04±1.23	7.21±0.69	5.249	0.000
手用器械选择、握持、放置和稳固的支点	6.43±0.88	7.21±1.07	4.346	0.000
用力的方式和方向	6.14±1.04	7.46±0.79	6.221	0.000
治疗结果	6.36±0.95	7.18±0.91	3.481	0.002
牙龈损伤情况	6.39±0.74	7.50±0.88	5.169	0.000
术中人文关怀	7.04±1.26	7.64±0.87	2.345	0.027
术后管理	6.68±1.22	7.75±0.80	4.258	0.000
整体表现	6.61±1.03	7.50±0.92	3.382	0.002

问卷内容	是	否
实习期间是否有必要进行形成性评价	28(100.00)	0(0)
实习期间采用的形成性评价带教模式是否可行	28(100.00)	0(0)
形成性评价的考核项目是否合理	26(92.86)	2(7.14)
形成性评价不会带来额外的考核负担	26(92.86)	2(7.14)
考核后的及时反馈是否有必要	28(100.00)	0(0)
会根据反馈意见进行相应改进	26(92.86)	2(7.14)
形成性评价是否有助于提高临床学习的积极性	28(100.00)	0(0)
形成性评价是否有助于提高文献学习的积极性	20(71.43)	8(28.57)
形成性评价是否有助于规范操作、提升临床操作能力	28(100.00)	0(0)
形成性评价是否有助于提升临床胜任力	26(92.86)2	-7.14