The Clinical Skill Center, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430022, People's Republic of China.
Department of Endocrinology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430022, People's Republic of China.
BMJ Open. 2023 Sep 26;13(9):e069782. doi: 10.1136/bmjopen-2022-069782.
OBJECTIVES: Teaching clinical skills is an important component of educational programmes for medical undergraduates. However, the extension of the interval between the completion of the course and qualification examination affects the performance of students in the skill examination. This study established a multisource evaluation system to determine whether formative assessment can enhance the instruction of clinical skills. METHODS: Formative assessment was introduced to the entire training course on clinical skills, in which diversified methods were used to observe the performance of students during training. Students in the experimental group received training for clinical skills using formative assessment (class of 2019, n=128), while students in the control group received traditional training without formative assessment (class of 2018, n=123). Both groups participated in the Objective Structured Clinical Examination (OSCE) conducted by Tongji Medical College, and the exam scores were taken as the objective measure of course outcome. After completing the course, all students in the experimental group were instructed to fill in a questionnaire to evaluate their experience in the training programme, as a subjective measure of course outcome. RESULTS: Compared with the control group, students in the experimental group received significantly better practical scores in the four clinical skills tested by the OSCE. The questionnaire results revealed that the majority of students who were trained using formative assessment methods considered the course helpful for learning, and appreciated the course for the clinical skills they had gained, and the opportunity to receive and give feedback to the instructors. CONCLUSIONS: The findings of this study suggest that formative assessment methods are beneficial for learning clinical skills through simulated teaching, as shown by the improved objective clinical skills evaluated by the structured clinical examination, and the self-reported satisfaction with the learning process.
目的：临床技能教学是医学本科生教育计划的重要组成部分。然而，课程完成与资格考试之间间隔的延长会影响学生在技能考试中的表现。本研究建立了一个多源评估系统，以确定形成性评估是否可以增强临床技能教学。
方法：将形成性评估引入整个临床技能培训课程中，采用多样化的方法观察学生在培训过程中的表现。实验组（2019 级，n=128）接受基于形成性评估的临床技能培训，对照组（2018 级，n=123）接受传统培训而没有形成性评估。两组均参加了华中科技大学同济医学院的客观结构化临床考试（OSCE），考试成绩作为课程结果的客观衡量标准。课程结束后，实验组的所有学生都被要求填写一份问卷，以评估他们在培训计划中的经验，作为课程结果的主观衡量标准。
结果：与对照组相比，实验组学生在 OSCE 测试的四项临床技能中的实践分数明显更高。问卷调查结果显示，大多数接受形成性评估方法培训的学生认为该课程有助于学习，他们赞赏该课程提供的临床技能以及获得和给予教师反馈的机会。
结论：本研究结果表明，形成性评估方法通过模拟教学对学习临床技能有益，这体现在通过结构化临床考试评估的客观临床技能的提高，以及对学习过程的自我报告满意度。
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