Application of Mini-CEX in the Standardized Training of Residents in Nephrology Department
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摘要:
目的 探讨Mini-CEX在肾内科住院医师规范化培训中的应用。 方法 选取2018年2月至2020年2月在昆明医科大学第二附属医院肾脏内科规范化培训的住院医师，随机分为对照组及观察组，每组31名。对照组采用传统教学法，观察组采用Mini-CEX教学法。在入科及出科时用Mini-CEX评价量表对2组住院医师进行评价，对观察组进行教学方法的满意度调查。 结果 2组住院医师基线资料，差异无统计学意义（P > 0.05）。2组住院医师出科时测评分数均较入科时均有所提升，差异具有统计学意义（P < 0.05），出科时观察组Mini-CEX考核分数高于对照组，差异具有统计学意义（P < 0.05）。观察组多数住院医师同意Mini-CEX教学方法提升临床能力（87.1%），沟通能力（93.55%）和组织效能（90.32%）。 结论 Mini-CEX可以提高肾内科住院医师规范化培训的效果，可以广泛应用。 Abstract:Objective To explore the application of Mini-CEX in the standardized training of residents in nephrology department. Methods Residents who were trained in the Nephrology Department of the Second Affiliated Hospital of Kunming Medical University from February 2018 to February 2020 were selected and randomly divided into a control group and an observation group, with 31 in each group. The control group adopted traditional teaching method, and the observation group adopted Mini-CEX teaching method. The Mini-CEX evaluation scale was used to evaluate the two groups of residents when entering and leaving the department, and the observation group was investigated for satisfaction with teaching methods. Results There was no statistically significant difference in baseline information between the two groups of residents （P > 0.05）. The scores of the two groups of residents at the time of leaving the department were improved compared with the number of entering the department, and the difference was statistically significant （P < 0.05）. The Mini-CEX assessment scores of the observation group were higher than those of the control group when leaving department, the difference was statistically significant （P < 0.05）. Most residents in the observation group agreed that the Mini-CEX teaching method improves clinical ability （87.1%）, communication ability （93.55%） and organizational effectiveness （90.32%）. Conclusion Mini-CEX can improve the effectiveness of standardized training of residents in nephrology department, and can be widely used. -
Key words:
- Mini-CEX /
- Standardized training of residents /
- Nephrology
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表 1 2组住院医师基本情况比较（
$\bar x \pm s $ ）Table 1. Comparison of baseline conditions of residents in the two groups （
$\bar x \pm s $ ）项目 观察组 对照组 t（χ2） p 例数（n） 31 31 性别[n（%）] 9（29.03） 14（45.16） 1.728 0.189 年龄（岁） 24.45 ± 1.12 24.26 ± 1.09 0.688 0.494 
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表 2 2组住院医师Mini-CEX评分结果比较（
$\bar x \pm s $ ，分）Table 2. Comparison of Mini-CEX scores of residents between the two groups [（
$\bar x \pm s $ ），Points]项目 时间 对照组 观察组 t p 病史询问 入科 4.42 ± 0.99 4.32 ± 0.91 −0.400 0.690 出科 5.94 ± 1.24 7.03 ± 1.08 3.720 0.000 t −5.324 −10.691 p 0.000 0.000 体格检查 入科 4.52 ± 1.29 4.29 ± 0.90 −0.800 0.427 出科 6.06 ± 1.48 6.48 ± 1.21 1.221 0.227 t −4.392 −8.104 p 0.000 0.000 人文关怀 入科 4.39 ± 1.02 4.52 ± 1.15 0.467 0.642 出科 5.97 ± 1.08 6.87 ± 1.09 3.282 0.002 t −5.919 −8.280 p 0.000 0.000 临床判断 入科 4.16 ± 0.86 4.10 ± 0.75 −0.315 0.754 出科 5.87 ± 0.99 6.77 ± 1.02 3.530 0.001 t −7.253 −11.769 p 0.000 0.000 卫教咨询 入科 4.81 ± 1.17 4.65 ± 1.23 −0.531 0.598 出科 6.03 ± 0.87 7.13 ± 1.06 4.452 0.000 t −4.680 −8.545 p 0.000 0.000 组织效能 入科 4.23 ± 1.12 4.48 ± 1.15 0.896 0.374 出科 5.90 ± 1.17 6.94 ± 1.21 3.423 0.001 t −5.787 −8.176 p 0.000 0.000 整体表现 入科 4.42 ± 1.15 4.29 ± 1.00 −0.471 0.640 出科 6.16 ± 1.19 6.90 ± 1.45 2.209 0.031 t −5.876 −8.258 p 0.000 0.000
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表 3 观察组住院医师对教学方法的满意度调查[n（%）]
Table 3. Satisfaction survey of residents in observation group with teaching methods [n（%）]
项目 完全同意 部分同意 不确定 不同意 临床能力 22（70.97） 5（16.13） 2（6.45） 2（6.45） 沟通能力 26（83.87） 3（9.68） 1（3.23） 1（3.23） 组织效能 24（77.42） 4（12.90） 3（9.68） 0（0.00）
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