Volume 19 Issue 6
Jun.  2021
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Article Navigation >  Chinese Journal of General Practice  > 2021  >  19(6): 1026-1028, 1052
HE Yi-ni, QI Dian-jun, CHEN Xin-yue, ZHU Liang-liang, QI Hui-meng, WANG Shuang, YU Xiao-song. Application of DOPS as formative evaluation in basic health services in graduation practice[J]. Chinese Journal of General Practice, 2021, 19(6): 1026-1028, 1052. doi: 10.16766/j.cnki.issn.1674-4152.001976
Citation: HE Yi-ni, QI Dian-jun, CHEN Xin-yue, ZHU Liang-liang, QI Hui-meng, WANG Shuang, YU Xiao-song. Application of DOPS as formative evaluation in basic health services in graduation practice[J]. Chinese Journal of General Practice, 2021, 19(6): 1026-1028, 1052. doi: 10.16766/j.cnki.issn.1674-4152.001976
shu

Application of DOPS as formative evaluation in basic health services in graduation practice

doi: 10.16766/j.cnki.issn.1674-4152.001976

  • Department of General Practice, the First Affiliated Hospital of China Medical University, Shenyang, Liaoning 110001, China

Funds:

 JG18DB525

 YDJK2020078

  • Received Date: 2020-06-09
    Available Online: 2022-02-16
    Abstract
  •   Objective  To discuss the effect of direct observation of procedural skills (DOPS) as formative evaluation in basic health services in graduation practice.  Methods  Total 62 fifth-year undergraduates from The Clinical Medicine Major University of China Medical University were selected as study subjects In June 2018. Using random number table method, 62 medical undergraduates were divided into experimental group and control group, 31 persons in each group. DOPS was added as formative evaluation in the clinical operation skill training of the experimental group, while the control group still carried out clinical operation skill training with traditional teaching methods. The effect was evaluated at the end of the training.  Results  The physical examination scores of the experimental group [(80.66±6.53) points] were higher than those of the control group [(76.13±7.99) points], and the results were statistically significant (P < 0.05). The test scores of ECG operation in the experimental group [(78.50±9.06) points] were higher than those of the control group [(73.30±8.80) points], and the results were statistically significant (P < 0.05). The written test scores of students in the experimental group [(74.43±7.96) points] were higher than those of the control group [(73.28±9.32) points], but the results were not statistically significant (P>0.05). In the Mini-CEX test scores, the experimental group's medical history collection [(6.53±1.24) points], physical examination [(6.28±1.57) points], humanistic care [(6.21±1.31) points], communication skills [(6.44±1.48) points] and overall performance [(6.31±1.15) points] scores, were significantly higher than the control group [(5.87±1.17) points, (5.40±1.30) points, (5.37±1.45) points, (5.57±1.36) points and (5.60±0.89) points, respectively], and the results were statistically significant (all P < 0.05). There was no statistically significant difference between the experimental group and the control group in the clinical diagnosis and treatment and organizational effectiveness items in the Mini-CEX test scores (all P>0.05).  Conclusion  Carrying out DOPS as formative evaluation in the basic health services in graduation practice could improve the teaching effect effectively.

     

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