{"title":"护理专业学生在手术室两种临床评估方法中的表现和反馈:准实验研究","authors":"Behzad Imani, Jeyran Asadi Hajivand","doi":"10.5812/erms-137273","DOIUrl":null,"url":null,"abstract":"Background: Appropriate clinical evaluation methods correct educational errors, improve clinical training, and better judge students’ skills. Objectives: The present study aimed to evaluate the effects of using objective structured clinical examination (OSCE) and mini-clinical evaluation exercise (Mini-CEX) on operating room students’ performance and satisfaction. Methods: One group was evaluated by the Mini-CEX method and the other by the OSCE method after random allocation. Feedback was subsequently collected, and data were analyzed using descriptive and analytical statistics. Results: No significant difference was observed between the 2 groups regarding main demographic variables. The percentage of satisfaction with the evaluation method was higher in the Mini-CEX group, but this difference was insignificant (P > 0.05). The highest satisfaction was obtained for “fairness” in the OSCE group and “skill promotion” in the Mini-CEX group. The least satisfaction in both groups was related to “stressfulness.” The mean of final performance scores was significantly higher in the Mini-CEX group (P < 0.05). Conclusions: Although both the OSCE and Mini-CEX evaluation methods achieved acceptable satisfaction, the Mini-CEX evaluation method improved the operating room students’ performance in the clinical field. Therefore, this evaluation method is suggested to enhance the operating room students’ clinical skills.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"113 ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Nursing Students’ Performance and Feedback on Two Clinical Evaluation Methods in Operating Room: A Quasi-Experimental Study\",\"authors\":\"Behzad Imani, Jeyran Asadi Hajivand\",\"doi\":\"10.5812/erms-137273\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: Appropriate clinical evaluation methods correct educational errors, improve clinical training, and better judge students’ skills. Objectives: The present study aimed to evaluate the effects of using objective structured clinical examination (OSCE) and mini-clinical evaluation exercise (Mini-CEX) on operating room students’ performance and satisfaction. Methods: One group was evaluated by the Mini-CEX method and the other by the OSCE method after random allocation. Feedback was subsequently collected, and data were analyzed using descriptive and analytical statistics. Results: No significant difference was observed between the 2 groups regarding main demographic variables. The percentage of satisfaction with the evaluation method was higher in the Mini-CEX group, but this difference was insignificant (P > 0.05). The highest satisfaction was obtained for “fairness” in the OSCE group and “skill promotion” in the Mini-CEX group. The least satisfaction in both groups was related to “stressfulness.” The mean of final performance scores was significantly higher in the Mini-CEX group (P < 0.05). Conclusions: Although both the OSCE and Mini-CEX evaluation methods achieved acceptable satisfaction, the Mini-CEX evaluation method improved the operating room students’ performance in the clinical field. Therefore, this evaluation method is suggested to enhance the operating room students’ clinical skills.\",\"PeriodicalId\":32200,\"journal\":{\"name\":\"Educational Research in Medical Sciences\",\"volume\":\"113 \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research in Medical Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5812/erms-137273\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research in Medical Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5812/erms-137273","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Nursing Students’ Performance and Feedback on Two Clinical Evaluation Methods in Operating Room: A Quasi-Experimental Study
Background: Appropriate clinical evaluation methods correct educational errors, improve clinical training, and better judge students’ skills. Objectives: The present study aimed to evaluate the effects of using objective structured clinical examination (OSCE) and mini-clinical evaluation exercise (Mini-CEX) on operating room students’ performance and satisfaction. Methods: One group was evaluated by the Mini-CEX method and the other by the OSCE method after random allocation. Feedback was subsequently collected, and data were analyzed using descriptive and analytical statistics. Results: No significant difference was observed between the 2 groups regarding main demographic variables. The percentage of satisfaction with the evaluation method was higher in the Mini-CEX group, but this difference was insignificant (P > 0.05). The highest satisfaction was obtained for “fairness” in the OSCE group and “skill promotion” in the Mini-CEX group. The least satisfaction in both groups was related to “stressfulness.” The mean of final performance scores was significantly higher in the Mini-CEX group (P < 0.05). Conclusions: Although both the OSCE and Mini-CEX evaluation methods achieved acceptable satisfaction, the Mini-CEX evaluation method improved the operating room students’ performance in the clinical field. Therefore, this evaluation method is suggested to enhance the operating room students’ clinical skills.