Application of a four-stage teaching model based on Mini-CEX and DOPS evaluation in clinical internship of cardiovascular medicine

AIM  To investigate the effect of the four-stage teaching model based on Mini-CEX combined with DOPS evaluation in cardiovascular medicine internship training.

METHODS 253 interns in cardiovascular medicinewere selected from 2021 to 2024 as the research subjects and divided into the control group (n=117) and the observation group (n=136) according to their enrollment time. The control group was introduced to the traditional internship teaching model, while the observation group was trained with the four-stage teaching model based on Mini-CEX plus DOPS evaluation. Following the internship training in the department, both groups participated in the examination and the satisfaction survey of internship teaching.

RESULTS  The theoretical and technical scores of the students in the observation group were higher than those in the control group (P<0.01), and the scores of type A2 and type B1 in the observation group were higher than those in the control group (P<0.01), and the scores of cognitive level comprehension and application questions in the observation group were higher than those in the control group (P<0.05, P<0.01); The scores of medical history collection, medical record writing, clinical diagnosis and treatment, and skill operation in the observation group were higher than those in the control group (P<0.05, P<0.01). The scores of Mini-CEX and DOPS of the observation group were higher than those before the internship (P<0.01). There was no significant difference in the satisfaction of the two groups of students with the level of teaching staff. The satisfaction of the observation group was significantly higher than that of the control group in the aspects of teaching content progress setting, autonomous learning ability, learning efficiency, clinical thinking ability, clinical operation ability, medical humanistic quality, communication and expression ability, team cooperation ability, scientific research innovation ability and professional love (P<0.05, P<0.01).

CONCLUSION  The four stage teaching model combining Mini-CEX and DOPS evaluation significantly enhances the learning effectiveness of cardiology interns and effectively promotes the improvement of the quality of medical talent cultivation.