Clinical thinking evaluation method and device

Abstract

The invention provides a clinical thinking evaluation method and device. The method comprises the following steps: acquiring reception information (inquiry information, physical examination information, examination information, auxiliary examination information, diagnosis information and differential diagnosis information) of a to-be-evaluated user to a simulated reception patient; diagnosing the simulated reception patient according to the reception information, and obtaining a corresponding diagnosis result; and finally, inputting the diagnosis result as an input parameter into a preset clinical thinking evaluation model for clinical thinking evaluation to obtain an evaluation result (a centesimal system score of the to-be-evaluated user and score conditions of the to-be-evaluated user in multiple different dimensions) of the to-be-evaluated user. The to-be-evaluated user diagnoses according to the condition of the reception patient and the corresponding inspection and auxiliary inspection results to obtain the diagnosis result, and the clinical thinking of the to-be-evaluated user is comprehensively evaluated according to the whole process of the reception patient of the to-be-evaluated user and the diagnosis result. Therefore, clinical thinking ability assessment and evaluation of medical students and resident doctors are realized.

Description

technical field [0001] The present application relates to the technical field of intelligence evaluation, in particular, to a clinical thinking evaluation method and device. Background technique [0002] In the prior art, commonly used clinical thinking evaluation methods include: case analysis (written test), PBL, teaching rounds, case discussion, standardized patients, mini-CEX, thinking software, etc. The assessment and evaluation of clinical thinking ability of medical students and residents has always faced many difficulties, including the following: ①Restricted location, in order to avoid leakage of questions, multi-station assessment of clinical thinking ability often needs to occupy multiple classrooms, and each candidate needs to be in a fixed Examination in the examination room; ② time limit, multi-station assessment requires candidates, invigilators and volunteers to conduct assessment and work at the same time, and pre-examination training, examination guidance, ...

AI Technical Summary

Problems solved by technology

The assessment and evaluation of clinical thinking ability of medical students and residents has always faced many difficulties, including the following: ①Restricted location, in order to avoid leakage of questions, multi-station assessment of clinical thinking ability often needs to occupy multiple classrooms, and each candidate needs to be in a fixed Examination in the examination room; ② time limit, multi-station assessment requires candidates, invigilators and volunteers to conduct assessment and work at the same time, and pre-examination training, examination guidance, on-site scoring, post-examination scoring, examination room layout and arrangement It takes a lot of time; ③ due to environmental restrictions, medical students and residents have fewer opportunities to diagnose and treat independently, or even communicate with patients alone. However, many patients do not understand and support their learning and training work. , some patients will not truthfully explain their condition, especially when it involves personal privacy. Although standardized patients are used in the actual assessment, their clinical literacy is different, and it is difficult for one person to simulate multiple conditions. Therefore, the scoring is highly subjective; ④Manpower limitation, organizing multi-stop assessment of clinical thinking ability requires a lot of manpower, including diagnostics and clinical teaching experts, teachers, SPs, volunteers, etc., and these experts and teachers need to deal with many daily affairs, most of the time only Able to cope with daily work, some people are unable to complete the pre-examination training and assessment seriously and strictly

[0003] In view of the defects in the above-mentioned existing technologies, the evaluation of clinical thinking is mostly the research of critical thinking and evidence-based thinking evaluation system, and it is at the theoretical level, and there are few studies that have passed the system evaluation in actual work

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