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| Application value of Mini-CEX examination model in clinical teaching of brain surgery interns |
| DONG Xiaobo1 WANG Gesheng1 WANG Lei1 DU Yong1 SONG Guangrong1 CAI Xu1 WANG Jiayue2 |
1.The Third Department of Surgery, Dongfang Hospital, Beijing University of Chinese Medicine, Beijing 100078, China;
2.Graduate School, Beijing University of Chinese Medicine, Beijing 100029, China |
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Abstract Objective To study the application value of mini-clinical exercise assessment (Mini-CEX) model in the clinical teaching of brain surgery interns. Methods From January to June 2018, 100 intern doctors performed in the Department of Neurosurgery, Dongfang Hospital of Beijing University of Chinese Medicine were selected, according to the random number table method, they were divided into control group and observatiou group, with 50 cases in each group. In the control group, the intern received the traditional teaching mode, and the intern in observation group received the Mini-CEX examination model. The results of clinical comprehensive ability assessment, clinical teaching approval, teaching satisfaction and stress index in the two groups were compared. Workplace mindfulness score, career satisfaction score in two groups were compared. Results The scores of medical interview expression skills, physical examination skills, clinical comprehensive judgment, doctor-patient communication skills, organizational efficacy, clinical professional attitude and overall clinical ability in the observation group were higher than those in the control group, the differences were statistically significant (P < 0.05). In the aspects of improving learning enthusiasm, learning efficiency, autonomous learning ability, problem finding ability and problem-solving ability, the recognition of clinical teaching in the observation group was higher than that in the control group, the differences were statistically significant (P < 0.05). The total satisfaction rate of clinical teaching in the observation group was higher than that in the control group, the difference was statistically significant (P < 0.05). The stress index of the two groups after teaching was lower than that before teaching, the scores of mindfulness and satisfaction in the workplace after teaching in both groups were higher than those before teaching, the differences were statistically significant (P < 0.05); After teaching the stress index of the intern in the observation group was lower than that in the control group, and the scores of mindfulness and satisfaction were higher than those in the control group, the differences were statistically significant (P < 0.05). Conclusion In the clinical teaching of brain surgery interns, the application of Mini-CEX examination model in teaching can effectively improve the clinical comprehensive ability of brain surgery interns, and help to improve their recognition and satisfaction with clinical teaching. It can also reduce the pressure on the clinical work of interns, improve their mindfulness and career satisfaction.
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