在儿科本科生中进行团队目标结构化床边评估 (TOSBA)
Heena Rais1, Azam Saeed Afzal2, Amber Shamim Sultan3
1Department of Paediatrics, Ziauddin Medical University Hospital, Karachi, Pakistan.
概括
一个新的团队目标结构化床边评估 (TOSBA) 工具证明了对评估儿科本科生临床技能的良好可靠性和中等有效性. 这种形成性评估方法支持学生在床边的发展.
科学领域:
- 医学教育 医学教育
- 儿科临床技能评估儿童临床技能评估
背景情况:
- 目标 结构化临床评估 (OSCE) 是评估临床技能的一种标准.
- 需要对儿科本科生提供可靠和有效的临床评估工具.
- 团队目标结构化床边评估 (TOSBA) 是为了满足这一需求而开发的.
研究的目的:
- 开发和验证一个团队目标结构化床边评估 (TOSBA) 工具.
- 评估儿科本科生在床边的临床技能.
- 评估TOSBA工具的可靠性和有效性.
主要方法:
- 进行了验证,横截面研究.
- 61名四年级学生在为期4周的儿科轮换期间参加了TOSBA过程4-5次.
- 心理测量分析包括内部一致性,项目总相关性和与OSCE轮值结束得分的相关性.
主要成果:
- 对于所有评估的临床技能,TOSBA工具显示出良好的整体可靠性 (克朗巴赫α>0.7).
- 对于历史记录和临床推理,发现了强烈的相关性 (r2>0.4,p <0.001).
- 该工具证明了不同的有效性,在同一方法中的不同构造之间存在最小的相关性.
结论:
- 开发的TOSBA工具是一个可靠和适度有效的工具,用于本科儿科学生的形成性评估.
- 托斯巴提供了一种有价值的临床评估方法,以提高儿科的临床技能发展.
- 根据项目总和相关结果,对于特定的站点可能需要进一步细化.
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