Abstract:

Objective　To investigate whether application of the situational simulation teaching model in clinical clerkship improves Mini-CEX scores and post competencies of interns. Methods　Ninety interns of the Second Affiliated Hospital,  Kunming Medical University participated in this study. During their clerkship in the Department of Neurology, a group of 45 interns undertook a 2-day situational simulation training course consisting of clinical simulations, role-playing, neurology history taking, physical examination skills training, then followed their teachers for clinical practice. The control group of another 45 interns began clinical practice by accompanying their teachers upon entering the Department of Neurology. Both the intervention and control groups took comprehensive Mini-CEX evaluations, the first on the day of admission, and the second on the day of completion. Results　There was no significant difference in Mini-CEX scores between the two groups when they entered the department. Mini-CEX evaluation performed at clerkship completion showed significant differences between the two groups, with intervention group scores being higher than those of the control group in history taking, physical examination, clinical judgment, health education consultation and organizational effectiveness. Conclusion　The organized situational simulation teaching with the goal of post competency, followed by repeated clinical practice, can significantly improre the overall clinical skills in a short time.

Key words:

undergraduate medical education, clinical clerkship, patient simulation, simulation training, role playing, outcome assessment