Effect Evaluation On The Double Three-stage Clinical Examination Combined With OSCE

Background With the development of economy and technology,in order to meet the requirements of the society on the quality of medical personnel training,the medical school has carried out the corresponding reform on the training plan of medical students.Although a relatively complete medical education system and curriculum system have been formed,the corresponding clinical competency examination model has not been followed up simultaneously.At present,domestic medical colleges and universities have also adopted a variety of examination methods for clinical competence,but how to objectively and comprehensively evaluate the clinical ability of medical students according to their own reality,and the unified examination model and standards have not yet been formed.Objective In order to deepen the reform of education and teaching,and improve the quality of medical students' training,the double three-stage clinical examination combined with objective structured clinical examination(OSCE)was carried out in the undergraduate clinical medicine major of the college,to evaluate the effect of its implementation and to explore a suitable examination method for clinical ability of medical students.Method A total of 781 undergraduate students majoring in clinical medicine in 2014 were selected as the research objects to conduct the double three-stage examination combined with OSCE.This graduation examination result is compared with the graduation examination result of 2013 clinical medicine major students who adopt the traditional mode of examination.The students of grade 2014 were taken as the experimental group and the students of grade 2013 as the control group.Spss25.0 software was used to analyze and compare the graduation theory examination results,practice examination results and total scores of the experimental group and the control group,and a questionnaire survey was conducted among the teachers and students participating in the double three stage examination.Result1.Examination results:The results of graduation theory,practice and total in the experimental group were higher than those in the control group,the difference was statistically significant(P<0.05);The passing rate of graduation examination in the experimental group was higher than that in the control group(P < 0.05).2.Survey results:(1)Students' questionnaire survey shows that:96.38% of the students think that the double three-stage examination is seted reasonably,the examination time is appropriate.91.79% of the students think that the double three-stage examination is helpful to the future work and it is necessary to promote it.64.98% of the students believed that SP could simulate clinical patients in a relatively vivid way in the OSCE.64.01% of the students believed that the OSCE could comprehensively assess their clinical skills(2)The teacher questionnaire shows that:93.75% of the teachers have a better understanding of the double three-stage examination,and generally think it is reasonable.53.13% of the teacher think the effect of OSCE examination is good in graduation skill examination.Conclusion By comparing the examination results of the experimental group and the control group,combined with the results of the questionnaire survey,it can be seen that the double three-stage examination combined with OSCE increases the opportunity of examination in the learning process,pays more attention to process management,can effectively promote students' enthusiasm for learning,can be promoted,but it also needs to be improved in the examination management and other aspects.1.We should pay attention to the publicity and popularization of the double three-stage examination.Training should be carried out for students,teachers and teaching managers to ensure the smooth implementation of the examination.2.We should perfect the content setting of double three-stage examination.The setting of examination questions should follow the basic principle of clinical comprehensive ability examination,conform to the content of national doctor examination and national policy orientation,and combine the content of clinical skill examination with clinical practice.At the same time,it is necessary to standardize and unify the standards of practical skills examination and minimize the impact of human factors on the examination results.3.We should pay attention to the communication between doctors and patients and the cultivation of humanistic quality.In the future examination,we should pay attention to increasing the examination contents of doctor-patient communication and humanities,adding relevant test questions in the theoretical examination,giving full play to the advantages of SP in the practical skills examination,helping students fully understand the importance of communication,and paying attention to the cultivation of their own humanistic quality.4.We should select the appropriate examination questions database and case resource database.We should continuously adjust the existing test database resources,select the case database suitable for the use of students,close to the national medical examination,to ensure the depth and breadth of the test questions to meet the needs of examination.5.We should strengthen the construction of SP team.In order to solve the problem of SP deficiency,we should train students SP,let the teachers play SP.In this way,we can find out problems in the process of teachers SP examination,and put forward targeted improvement suggestions.