Analysis on the homogeneity of clinical basic skills teaching based on OSCE exam scores
10.16753/j.cnki.1008-2344.2024.02.022
- VernacularTitle:基于OSCE考试成绩的临床基本技能教学同质化分析
- Author:
Jia XU
1
;
Guoli WANG
;
Rufeng ZHANG
;
Jing WANG
;
Geng WANG
;
Yu YANG
Author Information
1. 沈阳医学院临床实践教学中心,辽宁 沈阳 110034
- Keywords:
objective structured clinical examination;
clinical teaching;
basic clinical skills;
teaching quality;
homogenization
- From:
Journal of Shenyang Medical College
2024;26(2):217-220
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To identify and improve the weakness in different clinical practice teaching hospital,and enhance the quality of practical teaching.Methods:A total of 291 trainees majoring in clinical medicine in grade 2016 in a medical college in Shenyang who practiced in different clinical teaching hospitals and participated in the objective structured clinical examination(OSCE)were enrolled.The OSCE scores was analyzed with one way ANOVA and Kruskal-Wallis statistic methods to identify the weakness in clinical practice teaching and improve the teaching quality.Results:In the standardized patient consultation and physical examination results,the passing rate and average score of H hospital was the lowest.The average score of trainees in H hospital was statistically significant compared to that in A,B,F,G,K,and L hospitals(P＜0.01).In terms of skill operation scores,H hospital had the lowest pass rate and average score.The average score of interns in H hospital was statistically significant compared to that in A,D,E,F,G,I,J,K hospitals(P＜0.01).In the interpretation of auxiliary examination results,the passing rate and average score of H hospital was the lowest.The average score of interns in A and H hospital was significantly different from that of B and J hospitals(P＜0.01).Conclusions:There are great differences in the practice effect of students in different clinical teaching hospitals.Medical colleges and universities should strengthen the management of clinical teaching hospitals to ensure the homogeneity of clinical practice teaching quality.
