通讯作者: 罗锦伟, 597405221@qq.com

DOI：10.12201/bmr.202603.00115

Professional Competency-Oriented Miller-OSCE Integrated Medical Education Assessment Model in the Homogenization Training of Diagnostic Reasoning for TCM Undergraduates

• 摘要：目的：探讨岗位胜任力导向的Millier-OSCE联合医教评模式在中医学本科生诊断学思维同质化训练中的应用效果。方法：选取广西中医药大学赛恩斯新医药学院2023级中医学专业10班106名本科生为研究对象，采用随机分组的方式将对象分为观察组和对照组，每组53例。对照组实施传统中医诊断教学，观察组实施岗位胜任力导向的Millier-OSCE联合医教评模式，比较两组的教学效果。结果：观察组的中医基础理论、诊断学理论、综合理论成绩均高于对照组，差异有统计学意义（P＜0.05）。观察组技能操作评分（脉诊、舌诊、问诊计较和综合技能成绩）均高于对照组，差异有统计学意义（P＜0.05）。观察组OSCE站点考核的合格率和平均分均高于对照组，差异有统计学意义（P＜0.05）。观察组中医诊断思维能力（信息抽取、病机推理、证候诊断、解释总结及综合思维能力）评分均高于对照组，差异有统计学意义（P＜0.05）。观察组学生的满意度高于对照组，差异有统计学意义（P＜0.05）。结论：Millier-OSCE联合医教评模式能够有效提升中医学本科生的诊断学思维同质化水平，可以为中医药教育改革提供新的思路和方法。

  关键词： 岗位胜任力；Millier；OSCE；同质化训练; ; ; 

   

  Abstract: Objective:To explore the effectiveness of a competency-oriented Miller-OSCE model combined with educational assessment in achieving homogenized diagnostic thinking skills among TCM undergraduates.Methods:106 undergraduate students from Class 10 of the Chinese Medicine program, Grade 2023, at the Saisense College of New Medicine, Guangxi University of Chinese Medicine, were selected as study participants. They were randomly divided into an observation group and a control group, with 53 participants in each group. The control group received traditional Chinese medicine diagnostic teaching, while the observation group underwent a professional competency-oriented Miller-OSCE integrated medical education assessment model. The teaching effectiveness of the two groups was subsequently compared.Results:The observation group demonstrated significantly higher scores than the control group in fundamental theories of Chinese medicine, diagnostics theory, and comprehensive theory, with statistical significance (P < 0.05). Skill operation scores (including pulse diagnosis, tongue diagnosis, inquiry skills, and comprehensive skill performance) were also significantly higher in the observation group compared to the control group (P < 0.05). Both the pass rate and average scores in the OSCE station assessments were significantly higher in the observation group than in the control group (P < 0.05). Additionally, the observation group outperformed the control group in all dimensions of Chinese medicine diagnostic thinking ability, including information extraction, pathogenesis reasoning, syndrome diagnosis, explanatory summarization, and comprehensive thinking ability, with statistically significant differences (P < 0.05). Finally, student satisfaction was significantly higher in the observation group than in the control group (P < 0.05).Conclusion:The Miller-OSCE integrated medical education assessment model can effectively enhance the homogenization level of diagnostic thinking among Chinese medicine undergraduates and provide new insights and methods for the reform of Chinese medicine education.

  Key words: Job Competence; Millier; OSCE; Homogenization Training

  提交时间：2026-03-26

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• 序号	提交日期	编号	操作
  1	2025-12-29	10.12201/bmr.202603.00115V1	下载

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