Estimate the clinical competences of PGY1 by mini-CEX during one-month practical emergency care training

• Main Authors: Tsung-Hsien, Lin, 林宗賢
• Other Authors: Shih-Shin Chen, Ph. D
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/56232003742242883249

碩士 === 國立臺北護理健康大學 === 健康事業管理研究所 === 102 === Background: After the SARS outbreak in 2003, the excessive specialization of physician education and lack general medical training are important issues. In order to premature specialization of residency training regimen, the Ministry of Health and Welfare put forward “training program of post-graduate year one.” Purpose: To determine the clinical competency by the assessment tool of mini-clinical evaluation exercise (mini-CEX) , level of improvement in first-year residents after attending a month of practical emergency care training as a learning performance. Method: The postgraduate year one (PGY1) with practical emergency care training in a month is for the assessor. The Taiwanese version of the mini-Clinical Evaluation Exercise (mini-CEX.tw) was used as the assessment tool. Estimate the clinical competency of a trainee PGY1, included medical interviewing skills, physical examination skills, procedural skills, counseling skills, clinical judgment, organization/efficiency and humanistic qualities/professionalism. Results and Suggestions: During the one-month practical emergency care training period, PGY1 shows greater performance in humanistic qualities/professionalism, worse performance in counseling skills and organization/efficiency. PGY1 shows the greatest improvement in counseling skills (5.6%), physical examination (4.6%) and organization/efficiency (4.5%) is the second. Each Cronbach’s α above 0.96 in four estimates. In this study, “training program of post-graduate year one” is really helpful to enhance the clinical core competencies. Finally, we recommend that mini-CEX are both teaching and assessment tools, other courses may also use this tools. Trainees know the lack of timely feedback correction learning deficiencies, clinical teachers also adjust teaching methods by students’ outcomes.