摘要
目的运用PBL联合CBL模式在肝胆胰外科住院医师规范化培训中的应用价值。方法研究对象是2014年1月—2017年12月在我院肝胆胰外科及普通外科参加住院医师规范化培训的医师50名,采用PBL与CBL模式联合教学方法,根据住培医师的学历、年龄、性别、民族4个指标作为纳入标准,按成组配对设计的方法,分为25名对照组,25名观察组,其中对照组运用常规带教,观察组采用PBL联合CBL教学法带教,根据规培医师的医患沟通能力、同事间沟通能力、理论掌握水平、实践操作能力、临床查房应对能力5个指标进行观察评测。结果观察组住院规培医师的医患沟通能力、同事间沟通能力、理论掌握水平、实践操作能力、临床查房应对能力均优于对照组住院规培医师,差异具有统计学意义(P<0.05)。结论在肝胆胰外科住院医师规范化培训中,采用PBL与CBL模式联合教学方法,使学员更接近于临床实际,对于接受住院医师规范化培训的医师在专业科室短期内快速接受临床思维,进入临床工作状态,具有推动作用,在临床住院医师规范化培训工作中具有实用价值。
Objective To apply the PBL combined with CBL model in the standardized training of hepatobiliary and pancreatic surgeons. Methods 50 doctors who participated in standardized training of resident physicians in hepatobiliary and pancreatic surgery and general surgery in our hospital from January 2014 to December 2017 were selected as the research objects. Using PBL and CBL combined with teaching methods, according to the educational background, age, sex and nationality of the physician, 4 indicators are included. The group was divided into 25 control groups and 25 observation groups according to the group design method. The control group was taught by routine teaching. The observation group was taught by PBL combined with CBL teaching method. According to the 5 indicators of doctor-patient communication ability, communication ability between colleagues, theoretical profciency level, practical operation ability and clinical ward round coping ability, observation and evaluation were conducted. Results In the observation group, doctor-patient communication skills, communication skills among colleagues, theoretical proficiency level, practical operation ability and clinical ward round coping ability in the observation group were better than those in the control group, the difference was statistically significant （P 〈 0.05）. Conclusion In hepatobiliary surgery residency training, with PBL and CBL combined with teaching methods, make students more close to clinical practice, for standardized training of resident physicians in the Department within a short period of rapid acceptance of clinical thinking, to clinical work, has a role in promoting, in clinical training work the physician has practical value in the specifcation.
出处
《中国继续医学教育》
2018年第5期1-2,共2页
China Continuing Medical Education
关键词
传统教学
PBL联合CBL模式
理论掌握
实操能力
traditional teaching
PBL combined with CBL model
theoretical mastery
practical ability
