摘要
目的探讨以问题为基础的教学法(problem-based learning,PBL)、案例教学法(case-based learning,CBL)联合情景模拟教学法的多元化教学模式在中医院重症医学科住院医师规范化培训(以下简称“住培”)教学中的应用价值。方法选择2022年1—9月于贵州中医药大学第一附属医院重症医学科住培的60名学员作为研究对象,随机分为试验组和对照组,每组各30名。试验组采用多元化教学模式进行教学,即PBL、CBL联合情景模拟教学法。对照组采用传统教学法(lecture-based learning,LBL)教学培养模式。2个月教学完成后采用考核方式和问卷调查比较2组的综合能力考核成绩、教学满意度。结果试验组的理论考核、病例分析、技能操作成绩及总分分别为(24.35±1.56)分、(23.69±1.66)分、(32.06±2.60)分、(80.11±4.39)分,均高于对照组的(19.92±2.80)分、(19.98±2.37)分、(29.63±1.26)分、(69.54±5.82)分,差异有统计学意义(P<0.05);试验组的有助于理解[(8.33±1.21)分]、激发学习兴趣[(8.66±0.92)分]、提高自学能力[(8.33±1.06)分]、提高临床思维能力[(8.40±0.85)分]、文献查阅能力[(8.13±0.97)分]、医患沟通能力[(8.26±0.78)分]、对教学方式满意评分[(8.33±0.80)分]均高于对照组[(6.33±1.02)分、(5.66±0.99)分、(5.86±0.86)分、(4.93±0.90)分、(6.10±0.71)分、(5.46±0.77)分、(5.23±0.93)分],差异有统计学意义(P<0.05)。结论PBL、CBL联合情景模拟教学法的多元化教学模式在中医院重症医学科住培中可取得良好的教学效果,能明显提升住培学员的学习兴趣、急危重症处置能力、临床技能操作水平、临床思维和综合能力。
Objective To explore the application value of a diversified teaching model combining problem-based learning(PBL),case-based learning(CBL)and situational simulation teaching methods in the standardized training for resident physicians of the department of intensive care medicine of traditional Chinese medicine hospitals(referred to as“residency training”).Methods A total of 60 students who participated in residency training at the department of intensive care medicine of the First Affiliated Hospital of Guizhou University of Traditional Chinese Medicine from January to September 2022 were selected as the research subjects and randomly divided into the experimental group and the control group,with 30 students in each group.The experimental group adopted the diversified teaching mode,namely PBL and CBL combined situational simulation teaching method.The control group adopted the lecture-based learning(LBL)teaching mode.After 2 months of teaching,the comprehensive ability assessment results and teaching satisfaction of the two groups were compared by means of assessment and questionnaire survey.Results The theoretical examination,case analysis,skill operation scores and total scores of the experimental group were(24.35±1.56)points,(23.69±1.66)points,(32.06±2.60)points,(80.11±4.39)points,respectively,which were higher than those of the control group[(19.92±2.80)points,(19.98±2.37)points,(29.63±1.26)points,(69.54±5.82)points],the differences were statistically significant(P<0.05).The scores of understanding[(8.33±1.21)points],stimulating learning interest[(8.66±0.92)points],improving self-learning ability[(8.33±1.06)points],improving clinical thinking ability[(8.40±0.85)points],literature review ability[(8.13±0.97)points],doctor-patient communication ability[(8.26±0.78)points],and satisfaction with teaching methods[(8.33±0.80)points]in the experimental group were all higher than those in the control group[(6.33±1.02)points,(5.66±0.99)points,(5.86±0.86)points,(4.93±0.90)points].[(6.10±0.71)points,(5.46±0.77)points,(5.23±0.93)points],the differences were statistically significant(P<0.05).Conclusion The diversified teaching model of PBL,CBLcombined with situational simulation teaching method can achieve good teaching effect in the residency training in the department of intensive care medicine of traditional Chinese medicine hospitals,which can significantly improve the learning interest,emergency and intensive care treatment ability,clinical skill operation level,clinical thinking and comprehensive ability of the residency training students.
作者
唐瑛
黄瑞峰
李兰
SUN Xiaoyu;YANG Tai;ZHANG Yi;MAI Li;WANG Bo(Department of Laboratory Medicine,the Second Affiliated Hospital of Chongqing Medical University,Chongqing 400010,China)
出处
《中国继续医学教育》
2024年第13期134-138,共5页
China Continuing Medical Education
基金
贵州省中医住院医师规范化培训教学改革研究项目(QZYYZP-2021-17)
贵州省中医药管理局中医药、民族医药重点学科建设项目[QZYYZDXK(JS)-2023-02]。
关键词
以问题为基础的教学法
案例教学法
情景模拟教学法
重症医学科
中医院
住院医师规范化培训
problem-based learning
case-based learning
situational simulation teaching method
department of intensive care medicine
hospital of traditional Chinese medicine
standardized training of resident physicians
