Study on the effect of scenario simulation exercise combined with formative assessment in teaching interns in operating room
10.3760/cma.j.cn116021-20201022-00995
- VernacularTitle:情景模拟演练结合形成性评价在手术室实习生带教中的作用研究
- Author:
Yang YANG
1
;
Likun LUO
;
Jie LI
;
Li LI
Author Information
1. 新疆医科大学第一附属医院手术室，乌鲁木齐 830054
- Keywords:
Scenario simulation exercise;
Formative assessment;
Operating room;
Intern
- From:
Chinese Journal of Medical Education Research
2022;21(9):1190-1194
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the role of scenario simulation exercise combined with formative assessment in the teaching of operating room interns.Methods:A total of 86 interns received by the operating room from April 2019 to March 2020 were selected and divided into control group and study group according to the order of internship, with 43 interns in each group. Traditional clinical teaching was used in the control group, and the clinical teaching of scenario simulation exercise combined with formative assessment was used in the study group. The assessment results of theoretical knowledge and operational skills, the changes of clinical comprehensive ability before and after practice and the recognition of teaching were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results:After practice, the scores of theoretical knowledge and operational skills in the study group were significantly higher than those in the control group ( P < 0.05). There was no statistical difference in the scores and total scores of professional knowledge application ability, health education ability, basic skill operation, professional skill operation, evaluation and diagnosis ability, information processing ability, communication and communication ability, adaptability, teamwork ability and professional attitude of the two groups before the internship. After the internship, the above scores and total scores were higher than those before the internship, with statistically significant differences ( P<0.05), and the scores and total scores of the study group were higher than those of the control group ( P<0.05). The total recognition rate of teaching in study group (93.02%, 40/43) was higher than that in the control group (76.74%, 36/43), with statistically significant differences ( P<0.05). Conclusion:The teaching method of scenario simulation exercise combined with formative assessment applied to the practice of physicians in the operating room can significantly improve the mastery level of theoretical knowledge and operational skills, clinical comprehensive ability and recognition of teaching.
