SCRIPT是评估医学生临床推理能力的有用工具吗?

Yanina Estefanía Belén Xammar, Lorena Djament
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引用次数: 6

摘要

背景:大量研究表明,知识评价方式对学生学习方式的改变有着重要影响。对未来专业人员的培训和对他们的评价必须被视为教学过程必须基于的基本支柱之一。在医学培训过程中对临床推理进行有效、可靠的评估是至关重要的。确定哪种评估方法对评估医学生的临床推理能力最有用并不是一件容易的事。方法:采用前瞻性的解释性、观察性、横断面研究。将对医学职业生涯最后一年的学生进行SCRIPT测试,以衡量该方法的信度、效度、教育影响和可接受性。结果:共对81名学生进行了评价,其中女生占59.3%,男生占40.7%。考虑到延期付款,所有调查对象的共同海损为7.41。将得到的数据上传,并对每个答案给出相应的分数,根据专家给出的数值,我们得到Cronbach’s Alpha值为0.33。结论:尽管作者建议至少进行20个临床试验,但本研究的结果与预期不符。scripttest的效用和可靠性本身都不足以对医学生的临床分析做出正确的评价。我们认为临床推理有必要以综合、纵向和连贯的方式进行评估,使用多种评估方法和定期和建设性的反馈。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Is the SCRIPT an useful tool to assess clinical reasoning ability in medical students?
Background: Numerous investigations indicate that the way of evaluating knowledge exerts a substantial influence on the change in the learning styles of students. Both the training of future professionals and their evaluation must be considered as one of the fundamental pillars on which the teaching-learning process must be based. The valid and reliable evaluation of clinical reasoning during the medical training process is essential. Determining which assessment method is the most useful for assessing clinical reasoning ability in medical students is not an easy task. Methods: An explanatory, observational, cross-sectional study with a prospective approach will be carried out. A SCRIPT test will be carried out on the students of the last year of the Medicine career, in order to measure the reliability, validity, educational impact and acceptability of said method. Results: Evaluations were carried out on a total of 81 students.59.3% were women and 40.7% were men. The general average of all those surveyed, taking into account deferrals, is 7.41. After having uploaded the data obtained and giving the corresponding score to each answer, according to the value designated by the experts, we have obtained a Cronbach's Alpha of 0.33. Conclusion: The results obtained in this study, although the authors propose a minimum of 20 clinical vignettes, were not the expected. Both the utility and the reliability of the SCRIPT tests are not sufficient by themselves to allow a correct evaluation of clinical analysis in medical students. We believe it is necessary that clinical reasoning be evaluated in an integrated, longitudinal, and coherent manner, using multiple evaluation methods and periodic and constructive feedback.
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