The usage of scene simulation combined with multiple-station mini-CEX evaluation for the teaching of standardized training of emergency medicine
10.3760/cma.j.issn.1671-0282.2018.06.026
- VernacularTitle:情景模拟联合多站式Mini-CEX评估法在急诊规培教学中的应用
- Author:
Longfei PAN
1
;
Liming WANG
;
Yanxia GAO
;
XiaoYan DANG
;
Erxiu CHEN
;
Hui FENG
;
Jiangli SUN
;
Honghong PEI
Author Information
1. 西安交通大学第二附属医院急诊科
- Keywords:
Mini-CEX evaluating;
Scene simulation;
Sims;
Emergency medicine;
Standardized training;
Standardized training of emergency medicine;
Teaching;
Multiple-station
- From:
Chinese Journal of Emergency Medicine
2018;27(6):694-698
- CountryChina
- Language:Chinese
-
Abstract:
Objective To investigate the feasibility and effect of scene simulation combined with multiple-station mini-CEX evaluation used for the teaching of standardized training of emergency medicine. Methods Sixty standard-trained doctors were randomly(random number) divided into two groups. Thirty standard-trained doctors in team A were taught using the traditional teaching modality of emergency medicine, and the rest in team B were trained using the method of scene simulation combined with multiple-station mini-CEX evaluation. At the end of standardized training, comparisons of the examination results of mini-CEX evaluation and the satisfaction of standard-trained doctors with the teaching mode were done between two groups. Results The scores of team B on medical interviewing skills, clinical judgment, counseling skills, proper presentation/efficiency and overall clinical competence were significantly higher than those of team A[(7.26±0.36),(7.63±0.39),(7.22±0.34),(7.26±0.45), (7.75±0.24) vs. (6.81±0.42),(7.24±0.39),(6.90±0.44),(6.97±0.50),(7.21±0.32)],while there were no significant differences in scores on physical examination skills and humanistic qualities/professionalism between two teams [(7.60±0.36),(7.92±0.35) vs. (7.42±0.30),(7.98±0.32)]. The satisfaction with the mini-CEX evaluation of both teachers and standard-trained doctors in team B were significantly higher than those in team A [(7.40±0.30), (7.46±0.28) vs. (7.06±0.38), (6.91±0.38)]. The satisfaction of standard-trained doctors in team B with the teaching mode and teaching effect were significantly higher than those in team A[(8.17±0.78),(8.59±0.66) (6.67±0.73), (6.80±0.72)]. Conclusions The scene simulation combined with multiple-station mini-CEX evaluation used for the teaching of standardized training of emergency medicine may improve some of the clinical skills of standard-trained doctors, and thus this teaching reform was feasible.
