标题：数字化医学培训考核平台在临床实践教学中的应用

      作者：李超，谷川莎，刘伯语，翁孝刚    新乡医学院，河南 新乡 453003

      卷次： 2021年32卷17期

      【摘要】 目的 评估数字化医学培训考核平台在创新临床实践教学模式及评价体系中的作用，探索数字化多站式考核在临床实践教学中的应用价值。方法 以新乡医学院引入数字化医学培训考核平台前的2014级临床医学专业学生为对照组，引入考核平台后的2015级临床医学专业学生为实验组，每组30人。分别统计两组实习学生的实习鉴定考核成绩及毕业考试成绩、临床实践能力考核成绩，并对实习学生自我评价、带教老师对考核方式评价进行问卷调查。结果 实验组和对照组实习生的实习鉴定考核成绩[(86.30±0.77)分 vs (80.83±0.83)分]及毕业考试成绩[(83.80±1.01)分 vs (76.80±2.60)分]比较，实验组明显高于对照组，差异均有统计学意义(P<0.05)；实验组和对照组实习生的操作技能[(84.13±0.99)分 vs (77.07±1.22)分]、临床诊疗能力评分[(85.47±0.84)分 vs (74.07±1.25)分]和医患沟通技能评分[(82.83±1.09)分 vs (79.67±1.10)分]比较，实验组明显高于对照组，差异均有统计学意义(P<0.05)；实验组和对照组实习生的促进理论知识学习[(2.83±0.14)分 vs (2.23±0.13)分]、提高临床操作技能[(3.30±0.10)分 vs(2.37±0.13)分]、分析解决问题能力[(3.17±0.11)分 vs (2.53±0.12)分]及提高沟通交流能力[(3.33±0.14)分 vs (2.87±0.15)分]比较，实验组明显高于对照组，差异均有统计学意义(P<0.05)；带教老师对实验组和对照组的考核方式评价结果显示，在考核项目实用性[(2.80±0.11)分 vs (2.43±0.09)分]、考核方式客观性[(3.63±0.09)分 vs (2.17±0.13)分]、评价结果全面性[(3.47±0.10)分 vs (2.23±0.13)分]及评价反馈时效性[(3.50±0.10)分 vs (2.00±0.11)分]方面，实验组明显高于对照组，差异均有统计学意义(P<0.05)。结论 将数字化医学培训考核平台引入五年制临床医学专业的临床实践教学，能够提高学生学习兴趣和效率，更为全面客观地评估学生的临床核心技能。
      【关键词】 数字化；医学培训考核；临床实践教学；教学模式；评价体系
      【中图分类号】 R193.8 【文献标识码】 C 【文章编号】 1003—6350（2021）17—2284—03

Application of digital medical training and assessment platform in clinical practice teaching.
LI Chao, GUChuan-sha, LIU Bo-yu, WENG Xiao-gang. Xinxiang Medical University, Xinxiang 453003, Henan, CHINA
【Abstract】 Objective To evaluate the role of digital medical training and assessment platform in the innova-tion of clinical practice teaching mode and evaluation system, and explore the application value of digital multi-stationassessment in clinical practice teaching. Methods The 2014 grade clinical medical students before the introduction ofdigital medical training assessment platform in Xinxiang Medical University were selected as the control group, and the2015 grade clinical medical students after the introduction of the assessment platform were selected as the experimentalgroup, with 30 students in each group. The evaluation results of internship identification, graduation examination andclinical practice ability of the two groups were statistically analyzed, and the self-evaluation of internship students andthe evaluation of assessment methods by teachers were investigated by questionnaire. Results The scores of internshipappraisal and graduation examination in the experimental group were (86.30 ± 0.77) points and (83.80 ± 1.01) points,which were significantly higher than corresponding (80.83±0.83) points and (76.80±2.60) points in the control group (P<0.05). The scores of operation skills, clinical diagnosis treatment ability and doctor-patient communication skills of theexperimental group were (84.13±0.99) points, (85.47±0.84) points, (82.83±1.09) points, respectively, which were signifi-cantly higher than corresponding (77.07±1.22) points, (74.07±1.25) points, (79.67±1.10) points of the control group (allP<0.05). The students' satisfaction in promoting theoretical knowledge learning, clinical operation skills, analyzing andsolving problems and communication ability in the experimental group were (2.83 ± 0.14) points, (3.30 ± 0.10) points,(3.17±0.11) points, (3.33±0.14) points, respectively, which were significantly higher than corresponding (2.23±0.13) points,(2.37±0.13) points, (2.53±0.12) points, (2.87±0.15) points in the control group (all P<0.05). The scores of practicality of as-sessment items, objectivity of assessment methods, comprehensiveness of assessment results and timeliness of assessmentfeedback in the experimental group were (2.80±0.11) points, (3.63±0.09) points, (3.47±0.10) points, (3.50±0.10) points,respectively, which were higher than corresponding (2.43±0.09) points, (2.17±0.13) points, (2.23±0.13) points, (2.00±0.11) points in the control group (all P<0.05). Conclusion The introduction of digital medical training and assessmentplatform into the practice teaching of five-year clinical medicine specialty can improve students' learning interest and ef-ficiency, and evaluate students' clinical core skills more comprehensively and objectively.【Key wor