Investigation and reflection on the "periodic recall" clinical examination of oncology residents
10.3760/cma.j.cn116021-20190630-00313
- VernacularTitle:肿瘤学住院医师"定期召回"考核工作的调研与思考
- Author:
Xiangrui LI
1
;
Yazhou HU
;
Yanglin CHEN
Author Information
1. 北京大学肿瘤医院暨北京市肿瘤防治研究所教育处，恶性肿瘤发病机制及转化研究教育部重点实验室 100142
- From:
Chinese Journal of Medical Education Research
2020;19(11):1336-1340
- CountryChina
- Language:Chinese
-
Abstract:
Objective:Based on the investigation of students after the "periodic recall" examination, to discuss the role and existing problems of this kind of examination in the joint training of standardized training for residents.Methods:In March and October, 2017, questionnaire survey was conducted on the students who participated in the "periodic recall" clinical examination, and the arrangement and implementation of the assessment were evaluated by the students in terms of satisfaction, and the ability status before and after the clinical examination was assessed in person on a scale of 1-10. At the same time, the results of the two times of examinations were analyzed, and the average scores of all skills and the overall average scores were calculated to compare the differences. SPSS 16.0 was used for t test and variance analysis. Results:A total of 112 questionnaires were distributed and 99 were returned. Students' overall satisfaction with the examination arrangement was high, with the satisfaction of all items above 70%. After the examination, the students' self-assessment scores of all abilities were improved, and there were significant differences before and after the examination. There was a significant difference in the average improvement of self-assessment ability among the seven skills ( F=4.19, P=0.006). The results analysis showed that the average score of simple operation was higher than the overall average score, with significant differences. Conclusion:"Periodic recall" examination can meet students' psychological and learning needs in the tumor hospital training, with high satisfaction, which has obvious effect on improving students' simple operation skills, but weak improvement of complex comprehensive skills.
