改良设计适用于临床生物化学检验技术本科教学中的迷你临床评估演练（Mini-CEX）量表，并应用于该课程的案例分析教学活动中，为该课程教学的过程性评价提供实用工具，满足课程多元化评价体系建设的要求。

在广东药科大学2020级医学检验技术专业临床生物化学检验技术的本科授课当中，通过组织学生进行小组讨论式的临床案例分析，教师根据适用该案例教学活动的改良Mini-CEX量表进行过程性评价，积极开展案例分析结合改良Mini-CEX量表的教学活动。本研究制定的改良Mini-CEX量表共分为5个评价部分，每个部分再根据专业特色制定评价细则。

在开展案例分析结合改良Mini-CEX量表教学活动的医学检验技术专业2020级学生当中，与未开展的2019级学生相比较，课程总评成绩结果有一定的提高，差异有统计学意义（P<0.05）。对比分析不同知识点在2020级学生课程考核中的正确率情况，发现案例分析结合改良Mini-CEX量表教学活动涉及的知识点，与未涉及的知识点相比较，其考题正确率显著提高，差异有统计学意义（P<0.05）。

案例分析结合改良Mini-CEX量表评价教学方法，具有良好的应用性和可操作性。对提高医学检验技术专业临床生物化学检验技术的课堂教学效果有一定的正向作用，可以有效实现对该课程教学质量的提升。

To improve the design of the mini-clinical evaluation exercise (Mini-CEX) scale suitable for undergraduate teaching of clinical biochemical laboratory technology, and apply it to the case teaching activities of this course, so as to provide practical tools for the formative evaluation of this course teaching and meet the requirements of the construction of diversified evaluation system of the course.

In the undergraduate teaching of clinical biochemical laboratory technology for the 2020 cohort of medical laboratory technology major of Guangdong Pharmaceutical University, teachers organized students to engage in group discussion on clinical case analysis. Based on the improved Mini-CEX scale tailored for this case-based teaching activity, process evaluations were conducted. Teaching activities that integrated case analysis with the adapted Mini-CEX scale were actively implemented. The adapted Mini-CEX scale developed in this study is divided into 5 evaluation sections, with detailed evaluation rules established for each section according to the professional characteristics.

Among the students of grade 2020 who carried out the improved Mini-CEX scale combined with case teaching activities, compared with the students of grade 2019 who did not carry out the activities, there was a significant improvement in their overall course performance (P<0.05). The correct rate of different knowledge points in the course assessment of grade 2020 students was compared and analyzed. It was found that the knowledge points involved in the teaching activities of the improved Mini-CEX scale combined with the case analysis significantly improved the correct rate of the test questions compared with the questions not involved, and the difference was statistically significant (P<0.05).

The combination of case analysis and improved Mini-CEX scale evaluation teaching method demonstrates excellent applicability and controllability. It has a certain positive effect on enhancing the classroom teaching effect of clinical biochemical laboratory technology in the field of medical laboratory technology, and can effectively improve the teaching quality of this course.