Effects of problem-based learning combined with mini-clinical evaluation exercise on the training of post competency of interns in the Department of Neurology
10.3760/cma.j.cn116021-20241218-02151
- VernacularTitle:PBL教学法联合Mini-CEX对神经内科实习医师岗位胜任力培养的应用效果探究
- Author:
Ke XU
1
;
Bao SU
;
Xiaolin YANG
;
Dan ZHU
;
Peng ZHENG
;
Qisi WU
;
Ning WU
;
Jinzhou FENG
Author Information
1. 重庆医科大学附属第一医院神经内科，重庆 400016
- Publication Type:Journal Article
- Keywords:
Intern in the Department of Neurology;
Post competency;
Problem-based learning;
Mini-clinical evaluation exercise
- From:
Chinese Journal of Medical Education Research
2025;24(11):1534-1539
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application value of problem-based learning (PBL) combined with mini-clinical evaluation exercise (Mini-CEX) in the development of post competency for interns in the Department of Neurology.Methods:A total of 56 interns rotating at the Department of Neurology of The First Affiliated Hospital of Chongqing Medical University from June 2023 to January 2024 were enrolled as the study subjects. They were randomly divided into a control group and an experiment group using the random number table method, with 28 interns in each group. The control group received traditional methods including small lectures and teaching rounds, while the experimental group received the PBL teaching method combined with Mini-CEX. The teaching effectiveness was evaluated through theoretical assessments, practical skill evaluations, teacher and student satisfaction surveys, and Mini-CEX scale assessments conducted at the beginning, middle, and end of the rotation for the experimental group. The data were analyzed using SPSS 23.0 software. For continuous data, the independent-samples t test or Mann-Whitney U test was used for comparison between groups. The chi-square test was used for categorical data and the Kruskal-Wallis H test for repeated-measurement data. Results:The theoretical scores [(45.36±2.67) vs. (42.00±4.29), P<0.01] and practical skill scores [(45.11±2.53) vs. (42.39±4.53), P<0.01] were significantly higher in the experimental group compared to the control group. The Mini-CEX score of the experimental group at the end of the rotation was notably higher than that at the beginning of rotation ( P<0.05), and their abilities improved continuously. The satisfaction rates of teachers and students in the experimental group were 71.43% (20/28) and 67.86% (19/28), respectively, which were significantly higher than those in the control group [39.29% (11/28) and 35.71% (10/28), P<0.05]. Conclusions:The teaching model integrating PBL and Mini-CEX can effectively enhance the post competency of interns in the Department of Neurology, thus offering a new perspective for clinical undergraduate teaching.
