通讯作者: 杨晓琨, shengjy9264@163.com

DOI：10.12201/bmr.202604.00148

Exploration and Practice of a “SPOC + SSP Simulation Exercise + Multi-dimensional Evaluation” Based on the Concept of “Integrating Virtue with Medical Education” in TCM Pediatrics Internship

• 摘要：目的：探讨基于“德医交融”理念的“SPOC+SSP模拟演练+多维度评价体系”教学模式在中医儿科实习教学中的应用效果。方法：选取天津中医药大学中医学九年制2020级（对照组，n=20）与2021级（试验组，n=20）学生为研究对象。对照组采用常规实习带教模式，试验组采用“SPOC+SSP模拟演练+多维度评价体系”教学模式。比较两组学生实习前后Mini-CEX评分提升幅度、试验组不同时点Mini-CEX评分、出入科考试成绩提升幅度及自主学习能力量表评分。结果：试验组Mini-CEX教师评价角度总分较实习前提升21.65±3.51分，显著高于对照组（P<0.001），其中“沟通技能”、“人文关怀”、“整体表现”维度提升幅度组间差异均有统计学意义（P<0.05）；试验组第9周时Mini-CEX四角度总分45.48±2.34分，显著高于第3周及第6周（P<0.001），其中“SSP点评”和“教师评价”角度在第9周时提升幅度均极显著高于第6周时（P<0.001）；试验组出入科成绩提升幅度为12.95±6.79分，显著高于对照组（P<0.05）；9周实习后试验组自主学习能力量表总分51.05±5.29分，显著高于对照组（P<0.001）。结论：“SPOC+SSP模拟演练+多维度评价体系”教学模式可能有效提升中医儿科学生在实习期间的医德素养与综合临床能力。

  关键词： 临床实习；中医儿科；小规模限制性在线课程；学生标准化病人；混合教学模式；多维度评价；医德素养; ; ; ; ; ; 

   

  Abstract: Objective：To explore the application effect of the “SPOC + SSP Simulation Drill + Multi-dimensional Evaluation System” teaching model based on the concept of “integrating medical ethics with medical practice” in the clinical internship of Traditional Chinese Medicine (TCM) Pediatrics. Methods：Forty students from the 9-year TCM program at Tianjin University of TCM were enrolled, including the 2020 cohort (control group, n=20) and the 2021 cohort (experimental group, n=20). The control group received conventional clinical internship teaching, while the experimental group adopted the “SPOC + SSP Simulation Drill + Multi-dimensional Evaluation System” teaching model. The improvements in Mini-Clinical Evaluation Exercise (Mini-CEX) scores between the two groups, the Mini-CEX scores of the experimental group at different time points, the improvements in department entrance-exit exam scores, and the scores of the self-directed learning scale were compared between the two groups. Results：After the 9-week internship, the total score of Mini-CEX teacher evaluation in the experimental group increased by 21.65±3.51 points, which was significantly higher than that in the control group (P<0.001). Among them, the improvements in “Communication Skills”, “Humanistic Care”, and “Overall Performance” dimensions showed statistically significant differences between the two groups (all P<0.05). At the 9th week, the total score of Mini-CEX from four perspectives (student self-evaluation, peer evaluation, SSP comment, teacher evaluation) in the experimental group was 45.48±2.34 points, which was significantly higher than that at the 3rd and 6th weeks (all P<0.001). The improvements in “SSP comment” and “teacher evaluation” perspectives at the 9th week were significantly higher than those at the 6th week (both P<0.001). The improvement in department exam scores of the experimental group was 12.95±6.79 points, which was significantly higher than that of the control group (P<0.05). After 9 weeks of internship, the total score of the self-directed learning scale in the experimental group was 51.05±5.29 points, which was significantly higher than that in the control group (P<0.001). Conclusion：The “SPOC + SSP Simulation Drill + Multi-dimensional Evaluation System” teaching model may effectively improve the medical ethics literacy and comprehensive clinical ability of TCM pediatric students during clinical internship.

  Key words: Clinical internship; TCM Pediatrics; Small Private Online Course (SPOC); Student Standardized Patient (SSP); Blended Teaching Model; Multi-dimensional Evaluation; Medical Ethics Literacy

  提交时间：2026-04-22

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• 序号	提交日期	编号	操作
  1	2026-03-28	10.12201/bmr.202604.00148V1	下载

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