Traditional pediatric internship training for undergraduate medical students is often limited by student passivity and underdevelopment of clinical reasoning and skills. This study aimed to evaluate the effectiveness of the Quality Control Circle (QCC) method, integrated with Mini-Clinical Evaluation Exams (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) assessments, in enhancing clinical competencies and teaching outcomes during pediatric internships. Eighty-four medical students were randomly assigned to a QCC group (traditional teaching plus QCC activities) or a control group (traditional teaching only). Clinical skills were assessed using Mini-CEX and DOPS before and after the 4-week pediatric internship. Final exam results and teaching satisfaction were also compared. Baseline scores showed no significant differences. Post-intervention, both groups improved, but the QCC group demonstrated significantly greater improvement in all Mini-CEX domains (medical history taking, physical examination, professionalism, clinical judgment, communication, efficiency, overall competence) and all 11 DOPS items (e.g., procedural understanding, aseptic technique, communication) (P < 0.05). The QCC group also scored higher in final theoretical exams, skill operations, and medical record writing (P < 0.05). Self-evaluations indicated significant progress in eight comprehensive competencies, notably problem-solving and communication skills (P < 0.05). Teaching satisfaction was significantly higher in the QCC group (92.85%) than in the control group (76.19%) (P = 0.024). The QCC teaching model significantly enhances clinical skills, assessment performance, comprehensive competencies, and teaching satisfaction in pediatric internships compared to traditional methods, proving to be a valuable approach for improving clinical teaching quality.
Ou et al. (Sat,) studied this question.