探讨临床及科研综合考评方案在口腔医学专业本科生实习考核中的应用效果。

以中山大学光华口腔医学院2008、2013级本科生为对象，在2008级学生中实施传统实习考核方案，在2013级学生中实施综合考评方案。实习结束后对带教老师和学生进行问卷调查，评价两种方案的应用效果。使用SPSS 20.0软件进行统计学分析。两独立样本采用t检验，以P<0.05为差异有统计学意义。

2008级和2013级学生对各自考核方案的满意度评分分别为（7.52 ± 1.41）和（6.91 ± 2.04）分，差异无统计学意义（t = 1.974，P = 0.051）。两组学生临床能力相关的7项自我评分差异均无统计学意义（P>0.05），2013级学生科研能力相关的4项自我评分均高于2008级学生（P<0.05）。另外，超过85%的带教老师对综合考评方案感到满意，认为其更有利于学生临床和科研能力的培养。

综合考评方案维持了本科生的临床能力并提高了其科研能力。

To explore the effectiveness of clinic and research ability evaluation method in practice assessment of undergraduates majoring in stomatology.

Undergraduates of Grade 2008 and Grade 2013 from Guanghua School of Stomatology, Sun Yat-sen University were enrolled in this study. The traditional clinical practice assessment was implemented among Grade 2008 students, while comprehensive evaluation method was implemented among Grade 2013 students. After clinical practice, both students and clinical teachers were asked to filling out a questionnaire, which would be used to evaluate and analyse effect of the two different assessment systems. Data were statistically analyzed with t-test of two independent samples using SPSS 20.0. The difference was considered statistically significant by P<0.05.

The satisfaction scores to their assessment systems of students in Grade 2008 and Grade 2013 were (7.52 ± 1.41) and (6.91 ± 2.04) , respectively, with no statistically significant difference (t = 1.974, P = 0.051) . Although there was no statistical difference in clinical ability associated self-score between the two groups (P>0.05) , the research ability associated self-score of Grade 2013 students were better than that of Grade 2008 (P<0.05) . Besides, more than 85% clinical teachers were satisfied with the new assessment program and thought it was more favorable to clinical and academic competence cultivation.

Comprehensive evaluation method maintained clinical level among undergraduates and improved their ability in research.