mini-cexdlweb01.tzuchi.com.tw/dl/edu/cfd/doc/98slide/980822slide2_4.pdf · mini-cex •流程...
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美國畢業醫學教育評鑑委員會之六大臨床核心能力
• 人際與溝通技巧(Interpersonal and communicationskills)
• 醫學知識(Medical knowledge)• 病人照顧(Patient care)• 執業中學習與改進(Practice-based learning and
improvement)• 系統為基礎的醫療(System-based practice)• 專業素養(Professionalism)
為何要評估?
• 決定學生學習方式與態度最好的途徑是你的評量
方式。
• 評量是用來支持學習的,而不是用來指出學生現
在或過去的成就而已。評量應用來激勵學生的學
習,透過評量,引導學生有更佳的表現,使其具
備更多的能力。Glaser R. (1990). Toward new models for assessment. International Journal of Educational Research, 14(5), 475-483
• 好的教育課程必須有好的評估方和有效的回饋。
• 教學相長、省人自省。
DOES
SHOWSHOW
KNOWS HOW
KNOWS
教學評量
George E. Miller , Med 1990
• Administration database• Medical record audits• Diary, logbook, passport• Direct observation; Mini-CEX • SP/OSCE• Model, Simulation• Oral examination• Computerized patient simulations • Patient management question• Essay question• Multiple-choice question
Direct Observation during Clerkship – U of Virginia
54 + 5Faculty24 + 5ResidentFocused PE81 + 4Faculty60 + 5ResidentComplete PE51 + 5Faculty18 + 4ResidentHistory taking
Never observed %ObserversClinical skills
Howley LD, et al.; Acad Med. 2004
Clinical evaluation exercise (CEX)
• Observes a resident perform a complete history and PE on a single patient, and give an oral presentation of pertinent data and a management plan
• Takes approximately two hours• Limitations
– Unreliability of the observer– Variation of resident performance– Artificiality of the task (not real-world practice)
Norcini J: Ann Intern Med, 1995;123:795-799
迷你臨床演練評量mini-Clinical Evaluation Exercise
• 美國內科醫學會發展推薦的評量工具
• 已於21所醫院進行前導研究,頗獲好評
• 可行性高,教師學員皆認同
• 信效度優於傳統評量方法
• 可適用於醫學生
Mini-CEX
• 流程– 老師直接觀察學員(住院醫師)在病人身上執行例行診療行為
– 評估項目:醫療面談,身體檢查,人道專業,臨床判斷,諮商衛教,組織效能等6項並加以回饋
• 耗時:觀察診療行為(15-20分鐘); 回饋與評量(5-10分鐘)
• 由學員找老師應試• 每年需完成6次評量
好的回饋
• Descriptive rather than evaluative• Specific rather than general• Behavior or action rather than the trait or
character• Soon after the encounter• Positive-Negative-Positive sandwich
Amin & Eng. Basic in Medical Education. 2003
Examples: Feedback
完美, Good邊做都有邊解釋
友善親切自信不足, 過於嚴肅
看診過程流暢大部分是closedquestions
整體性不足不必要肢體語言太多
問診不夠深入直接建議Liptor似乎仍有推銷之嫌
Poor feedbackGood feedback
實施細節
• 評分寬嚴之共識– 實習醫學生: 4– 實習醫師: 5– 住院醫師: 6– 研究醫師: 7– 資淺主治醫師: 8– 稱職主治醫師: 9
• 當面評分或事後評分 ?
• 計算為教學學分,並列為教職升等之參考
• 作為學員成績考核之參考
Questions
(1)One teacher or more more
(2) For a student, How many times in onemonth?once increased to 2 or 3 times
(3) For patient, good ?Feasibility good, but reliability andvalidity? Halo effect
Workshop Objectives
• Review current state of-- Physician clinical skills-- Faculty evaluation skills
• Understand the importance of directobservation by faculty for assessment forclinical skills
• Understand the importance of interactivefeedback by faculty
回饋的步驟
•確定教學或評估的項目(formal)•蒐集資料
•約定時間以進行教學或評估
•鼓勵學員先進行自我評估
•強調學員做的很好的地方
•描述需要加強的項目
•維持尊嚴
•計畫學習的目標Bhattarai M, JNMA, 2007