【摘要】 目的 探讨线上工作坊模式对内科专业住院医师规范化培训（简称住培）指导医师临床操作技能直接观察评估（direct observation of procedural skills,DOPS）师资培训的应用效果。方法 选取2022年11月参加广东省内科专业住培普通师资培训班的45名指导医师为研究对象，采用线上分组讨论与教学视频评价反馈相结合的线上工作坊模式进行DOPS师资培训，采用问卷自评的方式评价指导医师对DOPS的掌握程度，并通过问卷调查了解培训前后指导医师对线上DOPS的培训需求与满意度。结果 培训前仅17.8%的指导医师使用过DOPS量表；指导医师在培训后对DOPS的掌握程度明显高于培训前[(3.71±0.69)分比（2.29±0.87）分, P<0.01]；且95.6%及以上的指导医师表示能够理解“DOPS评分项目的均质化制定方法”和“形成性反馈技巧”；100.0%的指导医师表示在今后住培教学中愿意尝试使用DOPS。课程的整体满意度评分为（8.40±1.70）分。结论 线上工作坊模式对内科专业住培指导医师DOPS师资培训的短期效果满意，可进一步在住培形成性评价师资培训中推广应用。更多还原

【Abstract】 Objective To explore the application effect of online workshop mode on the training of direct observation of procedural skills(DOPS) in tutors for standardized training of internal medicine residents.Methods A total of 45 tutors who participated in the general teacher training course of internal medicine resident training in Guangdong Province in November 2022 were included. The training of DOPS was conducted by online workshop mode that combined group discussion with evaluation and feedback of teaching videos. Questionnaire about self-assessment was used to evaluate the tutors’ mastery of DOPS, and to understand their training needs and their satisfaction. Results Before training, only 17.8 % of the tutors had applied DOPS. Tutors’ mastery of DOPS after training was significantly better than that before training [(3.71 ±0.69) points vs(2.29 ±0.87)points, P< 0.01]. More than 95.6 % of the tutors expressed understanding of the "homogenization method for DOPS scoring items" and "formative feedback techniques". And 100.0 % of them were willing to apply DOPS for residential training assessment in the future. The overall satisfaction score for the online course was(8.40±1.70)points. Conclusion The short-term effect of online workshop mode on the training of DOPS in tutors for internal resident training is satisfactory, and can be further applied in formative evaluation of residential training for teacher qualification training.更多还原