操作型技能直接觀察評量表用於醫事放射師畢業後專業訓練及醫事放射實習生的學習成效評估

The Effectiveness of Skill Learning Assessment Using Direct Observation of Procedural Skills (DOPS) in the Training of Post-graduate Training Year and Internship Students of Radiological Technologist

楊淑琴(Shu-Chin Yang)；張雅蓮(Ya-Lien Chang)；張力允(Li-Yun Chang)；何聖佑(Sheng-Yow Ho)

操作型技能直接觀察評量表 ； 醫事放射師畢業後專業訓練 ； 醫事放射實習生 ； 信度 ； 學習成效 ； DOPS ； Post-graduate training Year of Radiological Technologist ； Internship Student of Radiological Technologist ； Reliability ； Learning Effectiveness

中華放射線技術學雜誌

42卷2期（2018 / 06 / 01）

89 - 96

繁體中文

本研究使用操作型技能直接觀察評量表（Direct Observation of Procedural Skills, DOPS）分析醫事放射師畢業後專業訓練（post-graduate training year, PGY）及醫事放射實習生受訓期間學員學習成效。以信度檢驗再測DOPS評核表單，是否能夠有效呈現學習量表的評量。回溯性收集某區域醫院放射治療部門由2011年1月至2017年12月的教學評核資料。共收集新進醫事放射師PGY共5名，和醫事放射實習生共31名。利用成對樣本t檢定，分析DOPS前測與後測成績，探討受訓期間學員學習成效。以Cronbach's α，進行信度檢測，檢驗DOPS評量的內部一致性。以皮爾森相關係數（Pearson's correlation）分析評分者評分相關性。研究結果DOPS評量新進醫事放射師PGY和醫事放射實習生學習成效，顯示前測與後測成績各項成績與總成績皆達統計顯著差異性（p ＜ 0.001）。信度Cronbach's α係數分別為0.91及0.87。顯示DOPS評量具良好信度標準。以皮爾森相關係數分析評分者成績分別為0.81（p＜0.001），及0.78（p ＜ 0.001），皆達統計顯著差異性且為正相關性。本研究顯示DOPS評核新進醫事放射師PGY和醫事放射實習生學習成效，達良好的一致性及高穩定性，評量結果可客觀反映整體訓練各項成效評核皆達顯著差異，證實DOPS可有效評估教學學習成效及臨床能力。期望能利用DOPS訂定教學核心目標，作為改善教學學習成效之依據。

This study used the method of direct observation of procedural skills (DOPS) to analyze learning effectiveness in the training of post-graduate year (PGY) and internship students of radiological technologist (RT). We also evaluate the internal consistency of DOPS in learning assessment using the reliability test of Cronbach's α ratio. We retrospectively recruited five PGY and 31 internship students of RT from Jan. 2011 to Dec. 2017 in a radiotherapy department of regional hospital in southern Taiwan. Paired sample t-test was used to compare pre- and post-DOPS scores to evaluate the effectiveness of skill learning. We further used Pearson correlation to assess the correlation of scorer scores. The results show the DOPS can be a good tool to represent the learning effectiveness during the training of PGY and internship students of RT; significant difference was found between pre- and post-DOPS scores. (p ＜ 0.001). The reliability of DOPS has tested to reach the acceptable criteria with the ratio of Cronbach's α values 0.91 and 0.87 respectively. Pearson correlation test reported scores of DOPS with correlation coefficient were 0.81(p ＜0.001) and 0.78(p ＜0.001). The results reflect positive correlation significantly. Our study of DOPS is an effective tool to assess their clinical abilities during the training period of PGY and Internship of student of RT, and DOPS is also achieved in the assessment with highly consistency and stability. Our results confirmed the DOPS can reflect an effective assessment tool in overall training objectively and clearly. We hope the use of DOPS as a basis to develop and improve the core training and teaching in PGY and Internship of students of RT.