医学教育管理 ›› 2016, Vol. 2 ›› Issue (6): 779-783.doi: 10.3969/j.issn.2096-045X.2016.06.015

• 医学继续教育 • 上一篇    下一篇

住院医师规范化培训临床技能结业考核结果分析与思考

周 庆,季颂华,高建林,桑爱民   

  1. 南通大学附属医院,南通 226001
  • 收稿日期:2016-11-14 出版日期:2016-12-20
  • 通讯作者: 桑爱民
  • 基金资助:
    江苏省卫计委住院医师规范化培训管理课题(C2016015)

Analysis and consideration on the results of clinical-skills final achievement examination for the standardized medical residency training

Zhou Qing, Ji Songhua, Gao Jianlin, Sang Aimin   

  1. Affiliated Hospital of Nantong University, Nantong 226001, China
  • Received:2016-11-14 Online:2016-12-20
  • Contact: Sang Aimin

摘要: 目的 通过对住院医师规范化培训生临床技能结业考核结果进行分析,寻找住院医师规范化培训过程存在问题,探索进一步做好住院医师规范化培训工作的对策。方法 对承担的2016年度部分专业住院医师一阶段和二阶段客观结构化临床考试各考站通过率结果进行分析,溯源规范化培训过程中存在问题。结果 各专业考核存在问题集中于辅助检查判读和检验报告分析等客观题部分,一阶段考核辅助检查判读部分未通过率占总未通过率的96.8%。二阶段考核辅助检查判读部分未通过率占总未通过率的97.44%。而带有主观评判性质的技能操作部分通过率均较高。结论 住院医师规范化培训过程中,要确保辅助科室规范化培训轮转时间安排,加强辅助科室检查结果判读培训,强化培训过程中的形成性评价应用,才能确保和提高住院医师规范化培训的综合质量。

Abstract: Objective By analyzing the results of clinical-skills final achievement examination for standardized trainees, this paper finds out the problems existing in the process of standardized medical residency training, and provides useful references for standardized medical residency training. Methods We analyzed the pass rate of some professional examinations in 2016, and found problems in the process of standardized medical residency training. Results The problems of various professional examinations focused on judgment of the auxiliary examination, analysis of test reports and other objective tests. The failure rate of the auxiliary examination shared 96.8 percent of the total failure rate on the first stage. The failure rate of the auxiliary examination shared 97.44 percent of the total failure rate on the second stage. However, the pass rate of the skill operation with subjective nature was higher. Conclusion In order to ensure and improve the comprehensive quality of standardized medical residency training, we should ensure the training cycle schedule of the auxiliary departments, strengthen identification training of the auxiliary inspection results, and reinforce the formative evaluation application in the course of training.