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| 中文摘要: |
| 目的 通过观察导师制模式下的本科医学生临床执业能力培养过程，探索新的临床培养模式及评估方法。方法 将进入临床实习阶段的40名本科医学生随机分为导师制组和对照组，每组20名，运用多元化评估体系，在不同阶段联合应用专业理论考试、迷你临床演练评估（Mini-Clinical Evaluation Exercise，Mini-CEX）、临床步骤的直接观察（Direct Observation of Procedural Skills，DOPS）、临床病例汇报等多种方法，对本科医学生的临床执业能力进行多方位评估。采用SPSS 23.0行t检验。结果 实习结束后导师制组学生的临床专业理论（86.24±2.93）、临床实践能力（7.53±0.48）、临床操作技能（4.35±0.47）和临床思维能力（6.31±0.52）得分高于对照组，差异具有统计学意义（P＜0.05）。结论 将导师制培养模式应用在本科医学生实习阶段，能提高实习医生职业素养、医学理论与实践技能水平等多方面的综合素质；多元化评估体系可以更好地评价教学效果，反映学生综合素质的养成情况。 |
| 英文摘要: |
| Objective To investigate the training process of clinical practice ability in medical undergraduates in the context of tutorial system, as well as new clinical training models and evaluation methods. Methods A total of 40 medical undergraduates who entered the stage of clinical practice were randomly divided into tutorial group and control group, with 20 undergraduates in each group. A diversified evaluation system was used to perform a comprehensive evaluation of clinical practice ability of medical undergraduates at different stages, with a combination of professional theory examination, Mini-Clinical Evaluation Exercise, Direct Observation of Procedural Skills, and clinical case report. All the data were analyzed by SPSS 23.0, t test was used for statistical analysis. Results Compared with the control group after the internship ended, the tutorial group had significantly higher scores of clinical professional theory (86.24±2.93), clinical practice ability (7.53±0.48), clinical operation skills (4.35±0.47), and clinical thinking ability (6.31±0.52) (all P<0.05). Conclusion The application of the tutorial training mode during the internship of medical undergraduates can improve their comprehensive qualities such as professional quality, medical theory, and practical skills. The diversified evaluation system can evaluate the teaching effect and reflect the cultivation of comprehensive quality among students. |
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