摘要
目的分析客观结构化临床考试(objective structured clinical examination,OSCE)在四年制医学影像技术专业实习生临床考核中的应用效果,为建立医学影像技术专业OSCE考核体系提供依据。方法选取本医学院(2017届)40名医学影像技术专业学生,按照随机数字表法随机分成研究组(n=20)和对照组(n=20)。研究组提前进行OSCE培训,采用OSCE模式考核,并和对照组同期进行传统方式考核。同时对研究组学生的OSCE成绩、两组学生考核能力进行评价,考察学生对OSCE考核的了解度和满意度情况。结果研究组医学生传统考试的考评得分显著高于对照组,差异具有统计学意义(P<0.05)。医学影像技术专业学生认可并接受OSCE考核模式,对其满意度较高。讨论通过OSCE考核,能够客观评价医学影像技术专业学生临床能力,促进教学质量的提高。
Objective To analyze the application effect of objective structured clinical examination(OSCE)in the clinical examination of students majoring in medical imaging technology of 4-year program,and to provide basis for the establishment of OSCE examination system for medical imaging technology major.Methods A total of 40 students majoring in medical imaging technology were randomly divided into study group(n=20)and control group(n=20)according to random number table method.The study group received OSCE training in advance,and the assessment was conducted in the OSCE mode,and the traditional assessment was conducted in the same period with the control group.At the same time,the OSCE scores of the study group and the assessment ability of the two groups of students were evaluated,and the understanding degree and satisfaction degree of the students on the OSCE assessment were investigated.Results The scores of traditional examination of medical students in the study group were significantly higher than those in the control group,and the difference was statistically significant(P<0.05).Students majoring in medical imaging technology recognized and accepted the OSCE assessment mode,and had high satisfaction with it.Conclusion The OSCE assessment can objectively evaluate the clinical ability of medical imaging technology students and promote the improvement of teaching quality.
作者
王玲玲
李程辉
张澳祺
WANG Lingling;LI Chenghui;ZHANG Aoqi(School of Medical Imaging,Bengbu Medical College,Bengbu Anhui 233030,China)
出处
《中国继续医学教育》
2021年第25期86-90,共5页
China Continuing Medical Education
基金
安徽省高等学校省级质量工程项目(2019jyxm0254)。
关键词
影像
客观结构化临床考试
临床实践
教学考核
评估
规范性培训
image
objective structured clinical examination
clinical practice
teaching assessment
assessment
normative training
