Xu Ben, Zhang Jia-En, Ye Lin, Yuan Chang-Wei
Department of Urology, Peking University First Hospital and Institute of Urology, Peking University, Beijing, China.
Front Med (Lausanne). 2024 Nov 26;11:1480081. doi: 10.3389/fmed.2024.1480081. eCollection 2024.
The objective of the study was to investigate the application effect of scenario simulation teaching based on the Mini-Clinical Evaluation Exercise (Mini-CEX) and direct observation of procedural skills (DOPS) rating scales in urology clinical apprenticeship training.
A total of 32 students from the class of 2015-2017 who completed their traineeship in the Department of Urology of our hospital were selected and divided into a research group and a routine group. Routine teaching was implemented for the trainees in the control group, while situational simulation teaching based on the Mini-CEX and DOPS scoring scales was implemented for the trainees in the research group. The Mini-CEX and DOPS scores and student satisfaction were compared at the time of admission and discharge between the two groups.
At the time of admission, there was no statistically significant difference between the Mini-CEX and DOPS scores of the two groups of trainees ( > 0.05). However, at the time of discharge, the Mini-CEX and DOPS scores of the trainees in the study group were 53.21 ± 4.52 and 81.23 ± 3.57, respectively, which were significantly higher than those in the conventional group ( < 0.001), and the trainees in the study group's satisfaction with teaching was (20.11 ± 2.31), which was significantly higher than that of the conventional group ( < 0.001).
Implementing scenario simulation teaching based on the Mini-CEX and DOPS rating scales in urology clinical traineeship can significantly improve trainees' surgical skills while also leading to high levels of satisfaction with the teaching method.
本研究旨在探讨基于迷你临床演练评估（Mini-CEX）和操作技能直接观察（DOPS）评分量表的情景模拟教学在泌尿外科临床实习培训中的应用效果。
选取2015 - 2017级在我院泌尿外科完成实习的32名学生，分为研究组和常规组。对照组实习生采用常规教学，研究组实习生采用基于Mini-CEX和DOPS评分量表的情景模拟教学。比较两组实习生入科时和出科时的Mini-CEX和DOPS评分以及学生满意度。
入科时，两组实习生的Mini-CEX和DOPS评分差异无统计学意义（> 0.05）。然而，出科时，研究组实习生的Mini-CEX和DOPS评分分别为53.21±4.52和81.23±3.57，显著高于常规组（< 0.001），且研究组实习生对教学的满意度为（20.11±2.31），显著高于常规组（< 0.001）。
在泌尿外科临床实习中实施基于Mini-CEX和DOPS评分量表的情景模拟教学，可显著提高实习生的手术技能，同时使学生对教学方法满意度较高。
