Volume 20 Issue 11
Nov.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(11): 1944-1946
RONG Dao-xiang, FANG Shan-shan, ZHOU Rui, WANG Lei, XU Jia-li. Value of combined application of Mini-CEX and DOPS in teaching evaluation of paediatric interns[J]. Chinese Journal of General Practice, 2022, 20(11): 1944-1946. doi: 10.16766/j.cnki.issn.1674-4152.002742
Citation: RONG Dao-xiang, FANG Shan-shan, ZHOU Rui, WANG Lei, XU Jia-li. Value of combined application of Mini-CEX and DOPS in teaching evaluation of paediatric interns[J]. Chinese Journal of General Practice, 2022, 20(11): 1944-1946. doi: 10.16766/j.cnki.issn.1674-4152.002742
shu

Value of combined application of Mini-CEX and DOPS in teaching evaluation of paediatric interns

doi: 10.16766/j.cnki.issn.1674-4152.002742

  • Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

 2020fyjyxm48

 2018zygc119

  • Received Date: 2022-04-02
    Available Online: 2022-12-30
    Abstract
  •   Objective  To explore the combined application value of the Mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) scale in the teaching evaluation of paediatric interns, so as to improve the quality of clinical teaching for interns.  Methods  A total of 30 students majoring in clinical medicine who were practicing paediatrics in Department of Pediatrics of the First Affiliated Hospital of Bengbu Medical College from October 2020 to September 2021 were selected to evaluate the clinical knowledge and clinical operation techniques of the interns with Mini-CEX and DOPS. Each resident was evaluated twice during the 6-week paediatric residency (the beginning and end of the internship). After the assessment of the Mini-CEX and DOPS scale, they learned shortcomings after communicating and giving feedback to the assessment teachers and strengthened self-study and operation practice of relevant theoretical knowledge in a future study. The qualified number of interns and the evaluation time before and after the two evaluations were compared.  Results  At the beginning and end of the internship, the number of people who passed the Mini-CEX scale assessment were 18 and 25 (Z=4.055, P < 0.001), the assessment time was (13.13±2.56) min and (11.43±2.34) min, and the feedback time were (9.37±1.59) min and (7.63±1.33) min, respectively. There were statistically significant differences in the time spent in the two assessments and feedback (all P < 0.05). Meanwhile, at the beginning and end of the internship, the number of people who passed the DOPS scale assessment were 18 and 26 (Z=4.347, P < 0.001), the assessment time were (18.40±2.81) min and (15.90±2.12) min, and the feedback time were (8.83±1.76) min and (7.33±1.32) min, respectively. There were statistically significant differences in the time spent in the two assessments and feedback (all P < 0.05).  Conclusion  The using of Mini-CEX and DOPS scale for teaching in paediatric clinical practice can improve the overall professional communication ability and autonomous learning ability of interns, improve the professional skills and professional literacy of interns and achieve good clinical teaching effect. It is worthy of clinical promotion.

     

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