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应用一个验证的分数标签到医学生预科生标准化患者笔记:一个试点研究
Benjamin D Gallagher1, Michael L Green2, Jaideep S Talwalkar2,3
1Department of Internal Medicine, Yale School of Medicine, 789 Howard Avenue, New Haven, CT, USA. benjamin.gallagher@yale.edu.
在职前的医学学生发现临床推理评估是有益的,尽管得分低. 评分标题显示可靠性低于最佳,表明需要改进以准确测量临床推理技能.
科学领域:
- 医学教育 医学教育
- 临床推理评估评估
背景情况:
- 美国医学执照考试第二步临床技能测试的消除需要新的本地临床推理评估.
- 预职学生的形成性评估比毕业生的总结性考试少.
研究的目的:
- 评估模板患者笔记评分表的实用性,以评估预职员工学生的临床推理.
- 评估分数表的可靠性和学生对该练习的看法.
主要方法:
- 应用了伊利诺伊大学芝加哥医学院 (UIC-COM) 患者笔记 (PN) 评分表对103名职工前学生的模板PN进行评分.
- 在两个客观结构化临床检查 (OSCE) 案例中管理了该标题,计算了项目歧视和Cronbach的alpha.
- 调查学生关于他们与模板PN写作练习的经验.
主要成果:
- 在这两种情况下,学生在标题的所有部分得分都很差 (综合分数:A=47.67,B=40.54).
- 项目区分从0.41到0.80不等,克伦巴赫的α值为0.48 (A案例) 和0.25 (B案例).
- 大多数学生认为笔记写作任务对他们的培训水平有用和适当.
结论:
- 预职学生发现临床推理笔记写作任务是有益的,尽管表现不佳.
- 评分标题显示的可靠性低于最佳,强调了修改的必要性.
- 需要进一步精细化,以使这一练习成为临床推理的有效措施.
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