中醫內科臨床技能情境模擬測驗初探

Exploring Clinical Skill Scenario Simulation Test in Traditional Chinese Medicine Internal Medicine

10.7102/JTCIM.202312_21(2).0001

薛敦品(Tun-Pin Hsueh)；蔡金川(Chin-Chuan Tsai)；蔡淳娟(Tsuen-Chiuan Tsai)；洪裕強(Yu-Chiang Hung)

中醫專科 ； 臨床技能 ； 高擬真情境模擬 ； 虛擬測驗 ； Traditional Chinese Medicine Specialty ； Clinical Skills ； High-Fidelity Simulation ； Virtual Assessment

中醫內科醫學雜誌

21卷2期（2023 / 12 / 01）

1 - 10

繁體中文;英文

目的：虛擬臨床技能測驗是透過高擬真的病患模擬器模擬臨床環境，讓學員在受控的情境中處理各種臨床情境，並獲得即時的反饋，以提升臨床判斷和處置能力。本研究旨在探討虛擬臨床技能測驗在中醫內科專科訓練課程中的應用效果。方法：對象為接受中醫內科專科試辦計畫的中醫內科第三年或第四年住院醫師。自2023年三月起至六月的接受虛擬臨床教案前測，並於同年七月進行臨床技能後測考試。測驗結束後，學員並完成一份自我評估問卷以及課程評估問卷。結果：研究結果顯示，虛擬測驗提高了學員在檢驗／檢查和確認診斷項目上的得分，同時降低了總醫療花費，顯示其臨床分析能力得到提升。問卷調查反映學員對虛擬測驗的評價良好，特別在提供即時回饋和身歷其境的學習體驗上。此外，虛擬測驗符合醫師六大核心能力的要求，在增進中西醫整合醫學知識方面獲得多數認同。結論：虛擬臨床技能測驗具有潛力成為醫學教育的重要發展領域。未來可進一步深化研究並加強測驗設計和評估，協助訓練醫師提高臨床能力，提升中醫醫療品質。

Objective: Virtual clinical skill assessment involves the use of high-fidelity patient simulators to mimic clinical environments, enabling learners to handle various clinical scenarios in a controlled setting and receive real-time feedback to enhance clinical judgment and decision-making. This study aimed to investigate the effectiveness of virtual clinical skill assessment in a specialized training course for Traditional Chinese Medicine Internal Medicine. Methods: Participants included third- or fourth-year resident physicians enrolled in the pilot program for Traditional Chinese Medicine Internal Medicine. From March to June 2023, participants underwent pre-tests using virtual clinical teaching materials, followed by post-tests in July of the same year. After completing the assessment, participants were asked to fill out a self-evaluation questionnaire and course evaluation survey. Results: The results indicated that virtual assessment significantly improved participants' scores in the categories of examinations and final diagnosis, while also reducing overall healthcare costs, demonstrating an enhancement in clinical analytical abilities. The questionnaire survey reflected positive feedback from participants, particularly regarding the provision of immediate feedback and an immersive learning experience. Moreover, virtual assessment aligned with the six core competencies required for physicians, with a majority of respondents acknowledging its contribution to enhancing integration of Traditional Chinese and Western medicine knowledge. Conclusion: Virtual clinical skill assessment shows great potential as a crucial area of development in medical education. Future research efforts should focus on further exploration and refinement of assessment design and evaluation to aid in enhancing the clinical abilities of medical professionals and elevating the quality of Traditional Chinese Medicine healthcare.

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