CAJ | 학술논문

目的观察形成性评估对医学生基本生命支持(basic life support,BLS)技能与知识保留的影响.方法 237名医学生随机分入对照组(C组,115人)与试验组(F组,122人).所有学生完成BLS理论大课后,接受BLS理论测试.随后,C组接受技能培训.而F组学生在BLS培训前先接受BLS技能评估.之后,依据F组学生在技能评估中的操作给予反馈,再进行BLS技能培训.两组在培训结束时及培训后1、3、6个月时再次接受BLS技能评估和理论测试.组间成绩比较采用单因素方差分析.结果培训结束时F组技能评估成绩[(85.2±7.3)分]优于C组[(68.2±13.2)分],差异有统计学意义(P=0.00);随访各时间点F组技能评估成绩也均优于C组(P＜0.05).随访中F组在培训后3个月和6个月时的理论测试成绩优于C组(P＜0.05).结论形成性评估可以显著改进医学生BLS技能与知识的保留.
목적 관찰형성성평고대의학생기본생명지지(basic life support,BLS)기능여지식보류적영향.방법 237명의학생수궤분입대조조(C조,115인)여시험조(F조,122인).소유학생완성BLS이론대과후,접수BLS이론측시.수후,C조접수기능배훈.이F조학생재BLS배훈전선접수BLS기능평고.지후,의거F조학생재기능평고중적조작급여반궤,재진행BLS기능배훈.량조재배훈결속시급배훈후1、3、6개월시재차접수BLS기능평고화이론측시.조간성적비교채용단인소방차분석.결과 배훈결속시F조기능평고성적[(85.2±7.3)분]우우C조[(68.2±13.2)분],차이유통계학의의(P=0.00);수방각시간점F조기능평고성적야균우우C조(P＜0.05).수방중F조재배훈후3개월화6개월시적이론측시성적우우C조(P＜0.05).결론 형성성평고가이현저개진의학생BLS기능여지식적보류.
Objective To investigate the effect of a formative assessment on skill and knowledge retention of basic life support(BLS) in medical students.Methods 237 undergraduate medical students were randomized into the control group(C group)or the interventional group(F group).A BLS lecture was followed by a BLS knowledge assessment in both groups.And then,the C group received BLS training.In the F group,a BLS skill assessment was conducted before training and feedback corresponding to students' error in the skill assessment was given.Then BLS training was followed in the F group.BLS skill and knowledge were assessed immediately after training and at follow up.Oneway ANOVA test was used to compare the difference of theory and skill between the two groups.Results Better skill was observed in the F group immediately after training[F0=(85.2 ± 7.3)vs.C0=(68.2±13.2),P=0.00] and at follow up,compared with C group.And better knowledge was observed in the F group at 3 and 6-month after the initial training.Conclusion A formative assessment significantly improved skill and knowledge retention of BLS in medical students.