Liu Chao, Ren Mei, Luo Chaoen, Asfandyar Khan, Liu Jia, Chen Dan, Lei Zhengwen
Sports Medicine Center, Department of Orthopedic Surgery/Orthopedic Research Institute, West China Hospital, Sichuan University, Chengdu, Sichuan, China; Department of Sports Medicine, Orthopaedic Center, First Affiliated Hospital of Hengyang Medical School, University of South China, Hengyang, Hunan, China.
Department of education and training, First Affiliated Hospital of Hengyang Medical School, University of South China, Hengyang, Hunan, China.
J Surg Educ. 2025 May;82(5):103497. doi: 10.1016/j.jsurg.2025.103497. Epub 2025 Mar 5.
To evaluate the impact of integrating Mini-CEX assessment with Segmented teaching on the improvement of surgical clinical practice skills among first-year resident physicians, and to compare its effectiveness with traditional teaching methods.
A total of 42 first-year resident physicians undergoing standardized training at the First Affiliated Hospital of Hengyang Medical School, University of South China from April to June 2024, who were participating in surgical clinical practice skills training for excision of superficial tumors, were selected as subjects. The participants were randomly divided into 2 groups: an experimental group and a control group, with 21 participants in each. The control group employed traditional teaching methods, while the experimental group utilized the Mini-CEX assessment combined with Segmented teaching methods. Both groups were assessed on their practical skills, theoretical knowledge, Mini-CEX evaluations, and Student Evaluation of Educational Quality (SEEQ) before and after the training, and their results were compared.
There were no statistically significant differences in practical skills and theoretical knowledge scores between the experimental and control groups before training (p < 0.05). However, after the training, the experimental group scored significantly higher than the control group in theoretical and practical exams, Mini-CEX evaluation dimensions, and SEEQ teaching quality assessment scores, with statistically significant differences (p < 0.05).
The combination of Mini-CEX assessment with Segmented teaching methods can achieve better training outcomes in surgical clinical practice skills training.
评估将Mini-CEX评估与分段教学相结合对提高住院医师规范化培训一年级外科临床实践技能的影响，并与传统教学方法比较其有效性。
选取2024年4月至6月在南华大学衡阳医学院第一附属医院参加标准化培训、正在接受浅表肿瘤切除手术临床实践技能培训的42名一年级住院医师作为研究对象。将研究对象随机分为2组：实验组和对照组，每组各21人。对照组采用传统教学方法，实验组采用Mini-CEX评估结合分段教学方法。两组在培训前后均进行实践技能、理论知识、Mini-CEX评估及教育质量学生评价（SEEQ），并比较结果。
培训前，实验组与对照组在实践技能和理论知识得分上差异无统计学意义（p＞0.05）。但培训后，实验组在理论考试、实践考试、Mini-CEX评估维度及SEEQ教学质量评估得分上均显著高于对照组，差异有统计学意义（p＜0.05）。
Mini-CEX评估与分段教学方法相结合在外科临床实践技能培训中能取得更好的培训效果。
