摘要
目的探讨以问题为导向的教学法(PBL)联合以案例为导向的教学法(CBL)教学模式在急诊科住院医师规范化培训中的应用效果,以期提高教学质量。方法选择在某医院进行住院医师规范培训,在急诊科轮转的住院医师72名,其中2022年9月1日-2023年2月28日入科的35人住院医师为对照组,采用传统教学模式,2023年3月1日-2023年8月31日入科的37人住院医师为观察组,采用PBL联合CBL教学模式,轮转3个月后进行出科考试,包括理论笔试、急诊病例分析和操作,并对轮转住院医师进行满意度调查。结果观察组住院医师的出科考试在理论知识(35.14±1.51分vs.34.34±2.40分,P=0.032)、病例分析(35.22±1.42分vs.34.54±1.01分,P=0.023)以及总成绩方面(88.57±2.90分vs.86.59±2.37分,P=0.002)均显著高于对照组,观察组住院医师对轮转期间的满意度评分在教学内容(33.00±1.72分vs.32.26±1.09分,P=0.031)、教学方法和手段(27.00±1.43分vs.26.34±1.00分,P=0.028)、教学效果(13.89±0.81分vs.13.46±0.98分,P=0.045)及总分方面(92.92±2.52分vs.91.06±2.17分,P=0.001)均显著高于对照组。结论PBL联合CBL教学模式在急诊科住院医师规范化培训中可以显著提高学生理论知识掌握能力和病例分析能力,提高教学质量,优于传统教学模式,并且可以提高住院医师对教学过程的满意度,值得临床推广。
Objectives This study aims to explore the effect of problem-based learning(PBL)combined with case-based learning(CBL)in standardized training of residents in emergency departments.Methods A total of 72residents in a hospital were selected for standardized resident training and rotation in the emergency department.Among them,the residents who entered the department from September 1,2022 to February 28,2023 were the control group,and the traditional teaching model was adopted.The residents who entered the department from March 1,2023 to August 31,2023 were in the observation group,and the PBL combined with CBL teaching model was adopted.A final examination was conducted three months after the rotation,including a theoretical written test,emergency case analysis and operation.A satisfaction survey was conducted on the rotating residents.Results In the observation group,the after-department examination of residents was evaluated in theoretical knowledge(35.14±1.51 vs.34.34±2.40,P=0.032),case analysis(35.22±1.42 vs.34.54±1.01,P=0.023),and the total score(88.57±2.90 vs.86.59±2.37,P=0.002),which were all significantly higher than those of the control group.Satisfaction scores of residents in the observation group during the rotation period were significantly higher than those in the control group in terms of teaching content(33.00±1.72 points vs.32.26±1.09 points,P=0.031),teaching methods and means(27.00±1.43 points vs.26.34±1.00 points,P=0.028),teaching effect(13.89±0.81 points vs.13.46±0.98 points,P=0.045),and total score(92.92±2.52 points vs.91.06±2.17 points,P=0.001).Conclusions The PBL combined with CBL teaching model can significantly improve students'ability to master theoretical knowledge and case analysis in the standardized training of emergency department residents,improve the quality of teaching,and is superior to the traditional teaching model.It can also improve residents'satisfaction with the teaching process and is worthy of clinical promotion.
作者
王涛
王长远
刘志
王荣欣
Wang Tao;wang Changyuan;Liu Zhi;Wang rongxin(Department of Emergency,Xuanwu Hospital,Capital Medical Universily,Beijing 100053,China;不详)
出处
《中国病案》
2024年第9期99-102,共4页
Chinese Medical Record
基金
首都医科大学教育教学改革研究专项课题(2022JYY104)。
关键词
PBL
CBL
教学
急诊科
住院医师规范化培训
PBL
CBL
Teaching
Emergency department
Standardized training for residents
