摘要
目的 在实习结束后对临床医学生进行客观结构化临床考试（objective structured clinical examination，OSCE），利用OSCE探索客观、多方面评估医学生临床能力的方法，以指导其今后的临床实践。对象复旦大学上海医学院1998级，1999级，2000级七年制临床医学专业学生共306名。方法考试由两部分组成，分别为标准化病人（standardized patients，SP）站和非标准化病人（non—SP，非SP）站。SP站包括长站和短站。在长站内，学生需要对SP进行问诊和体格检查；而在短站内，学生仅需要对SP进行问诊。在本研究中，我们仅分析学生在SP站的成绩。结果每年学生内科和外科的问诊内容成绩均明显高于妇产科、儿科和精神科。每年学生体格检查系统性、规范化成绩均显著高于重点器官系统检查和查体技巧。每年学生收集资料技巧与交流技巧均比医德医风的成绩明显偏低。结论在临床医学生实习结束后进行OSCE，可以对其临床能力进行客观的和多方面的评估，从而指导其在今后的临床实践中有针对性地加以改进。
Objective To explore objective and multidimensional evaluation of medical competence of the medical undergraduates by OSCE （ objective-structured clinical examination） before their internship, which will guide them to accomplish a growing professional competence through the coming clinical training. Subjects 306 undergraduate medical students in their 5th academic year of the 7-year system of Shanghai Medical College, Fudan University. Method OSCE is composed of two components, namely SP （ standardized patients） stations and non-SP stations. SP stations are composed of long stations and short stations. In long stations, examinees are required to perform an inquiry and a physical examination with a SP. In short stations, only inquiry is executed. In this study, we analyze scores of SP stations only. 10 SP stations were carried out per examination, Results The scores of inquiry of internal medicine and general surgery are significantly higher than that of obstetrics ＆ gynecology, paediatrics, and psychiatry. The score of examination comprehensiveness is significantly higher than that of targeted organs examination and examination proficiency. The scores of information management and communication skills are lower than that of professionalism. Conclusion Implementing OSCE before medical undergraduates＇ internship can provide them with objective and multidimensional evaluation of medical competence, which will guide them to rectify their weakness through the coming internship.
出处
《中华医学教育杂志》
2007年第4期114-116,共3页
Chinese Journal of Medical Education
关键词
客观结构化临床考试
临床教学
临床能力
评估
Object-structured clinical examination
Clinical teaching
Clinical competence
Evaluation
