摘要
〔目的〕分析基于DOPS的形成性评价在临床实习教学中的应用效果。〔方法〕选择2019年6月进入某医院实习的80名临床专业学生为研究对象,分为对照组和观察组。对照组40人,采用传统的终末考试评价方法;观察组40人,采用形成性评价教学方法。〔结果〕观察组理论成绩(95.6±2.1)分和技能成绩(95.5±1.2)分高于对照组的(92.5±2.2)分和(90.5±2.0)分,差异有统计学意义(P<0.05);观察组医患沟通技能评价量表(SEGUE)各维度评分和总分显著高于对照组SEGUE各维度评分和总分,差异有统计学意义(P<0.05);观察组带教满意度(92.5%)高于对照组(72.5%),差异有统计学意义(P<0.05)。〔结论〕基于DOPS的形成性评价应用于本科生实习带教可提高教学效果,对改进实践教学具有一定指导意义。
[Objective]This study aims to analyze the effect of formative evaluation based on DOPS in clinical practice teaching.[Methods]80 internship medical students admitted to a hospital in June 2019 were randomly selected into 2 groups,the control group and the experimental group.40 students in the control group were assessed by the traditional final examination method,while 40 students in the experimental group were assessed by the formative evaluation.[Results]The theoretical score(95.6±2.1) and skill score(95.5±1.2) of the experimental group were higher than those of the control group,(92.5±2.2) and(90.5±2.0).The difference was statistically significant(P<0.05).The total score and each dimension score of the SEGUE framework of the experimental group were significantly higher than those of the control group.The difference was statistically significant(P<0.05).The teaching satisfaction of the experimental group(92.5%) was higher than that of the control group(72.5%).The difference is statistically significant(P<0.05).[Conclusion] The formative evaluation based on DOPS applied to undergraduates clinical practice teaching can improve the teaching effect.It has a certain guiding significance to improve the practice teaching.
作者
戴玉雅
王菲菲
郭聪丛
宋俊儒
DAI Yuya;WANG Feifei;GUO Congcong;SONG Junru(Henan Provincial People's Hospital,Zhengzhou 450003,China;School of Clinical Medicine,Henan University,Kaifen:475000,China)
出处
《河南大学学报（医学版）》
CAS
2021年第2期139-142,共4页
Journal of Henan University:Medical Science
基金
河南省卫健委医学教育改革研究类课题(wjlx2016226)。
关键词
形成性评价
临床教学
效果
应用分析
formative evaluation
clinical teaching
effect
application analysis
