通讯作者: 张宇, marrson@126.com

DOI：10.12201/bmr.202504.00067

The teaching effect of SSP combined with Mini-CEX in physical examination

• 摘要：目的：探讨学生标准化病人（SSP）联合迷你临床演练评估（Mini-CEX）在《诊断学基础》体格检查教学中的效果。方法：将北京中医药大学东直门医院2019级中医临床专业实验班分为对照组（60人）和观察组（40人），对照组采用传统教学法，观察组采用以病例为载体的SSP联合Mini-CEX教学。评价两组学生的理论成绩、技能成绩和基于Mini-CEX量表临床表现及教学满意度。结果：观察组学生的理论成绩(83.4±6.90) vs (78.85±7.39)和技能成绩(82.62±3.38) vs (76.39±2.99)高于对照组(P＜0.05)；基于Mini-CEX评分表的各项评估指标观察组高于对照组 (P＜0.05)。观察组的教学满意度｛54,5 vs 43,4｝高于对照组，观察组学生对临床实用性评价｛55,5 vs44,5｝和趣味性评价｛55,5 vs4.54,5｝高于对照组｛44,5｝（P＜0.05）。结论：SSP联合Mini-CEX有助于提升《诊断学基础》体格检查的教学效果。

  关键词： SSP; Mini-CEX; 教学模式; 诊断学基础; 体格检查

   

  Abstract: Objective: To explore the effect of Student Standardized Patient (SSP) combined with combined with Mini-Clinical Evaluation Exercise (Mini-CEX) in the teaching of physical examination in Fundamentals of diagnostics. Methods: The 2019 cohort of Traditional Chinese Medicine (TCM) clinical major students from Dongzhimen Hospital, Beijing University of Chinese Medicine, was selected as the research subjects. Based on the physical examination teaching group in the Basic Diagnostics department, the 100 students were divided into two groups: a traditional teaching group (control group) comprising 60 students and an SSP combined with Mini-CEX teaching group (experimental group) comprising 40 students. The control group followed the conventional teaching method, whereas the experimental group adopted a case-based SSP integrated with Mini-CEX teaching approach. The study compared theoretical scores, technical skills scores, and clinical performance based on Mini-CEX between the two groups, and evaluated teaching satisfaction. Results: The theoretical scores for the observation group (83.4±6.90) were significantly higher than those of the control group (78.85 ± 7.39), as well as the skill scores for the observation group (82.62±3.38) were also significantly higher than those of the control group (76.39 ± 2.99) (P < 0.05). The Mini-CEX evaluation indices for the observation group were significantly higher compared to the control group (P< 0.05). Additionally, the teaching satisfaction in the observation group 54,5 was significantly higher than that in the control group 43,4 (P < 0.05). The evaluation of clinical practicability in the observation group 55 was higher than that in the control group 44 5 (P<0.05). Furthermore, the interestingness of the course of the observation group was higher 55 compared to the control group 4.54,5. Conclusion: The teaching mode based on SSP combined with Mini-CEX is helpful to improve the teaching effect of physical examination in Basis of Diagnostics.

  Key words: SSP; Mini-CEX; Teaching model; Fundamental diagnostics; physical examination

  提交时间：2025-04-22

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• 序号	提交日期	编号	操作
  1	2025-02-17	10.12201/bmr.202504.00067V1	下载

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