摘要
目的分析微格教学法联合传统教学法在全科住院医师规范化培训学员带教中的应用效果。方法选取南京医科大学附属江宁医院参加住院医师规范化培训的2016至2018级全科学员40名,按照轮转表,将其随机分为传统教学组和微格教学组,每组20人。在2个月的住培学习中,传统教学组采用教学查房、病例讨论和小讲座等传统带教方法,微格教学组在传统带教方式的基础上加用微格教学法,如一条医嘱的修改、一个部位的查体或与一位患者的沟通等。两组在入科教育、过程管理和出科考核等方面均采用相同的标准。轮转结束后采用自行设计的问卷,调查两组学员对各自教学方法的评价,采用客观结构化临床考试(OSCE)对两组学员进行出科考核,统计总成绩。结果微格教学组学员对微格教学方法的认可度明显高于传统教学组(P<0.05)。出科理论考试显示,微格教学组和传统教学组的平均成绩分别为(87.85±09.50)分和(76.42±11.63)分,差异具有统计学意义(P<0.05)。OSCE出科考核显示,微格教学组在全部7个站点的得分和平均分均高于传统教学组,差异均具有统计学意义(P<0.05)。结论在住院医师规范化培训学员的临床带教中运用微格教学法联合传统教学法,有助于调动学员学习的积极性,提高学习兴趣,有利于培养住培学员的全科医学理念、强化临床思维能力和提高医患沟通水平,提升临床住培效果。
Objective This article aimed to analyze the application of micro-teaching method combined with traditional teaching methods in the standardized training of general practitioners.Methods A randomized controlled study was conducted.40 residents of general medicine from grade 2016 to 2018 who were in standardized residency training programs in Jiangning Hospital were randomly selected and averagely divided into the traditional teaching group and the micro-teaching group according to the rotation plans.During the two-month training in general practice,residents in the control group adopted traditional teaching methods such as teaching rounds, case discussions and lectures,while those in the experimental group adopted extra micro-teaching methods(like revision of one doctor's order,physical examination on one body part or communications with one patient) than the traditional group.All residents had the same baselines in admission education,process management and assessment.At the end of the rotations,students in both groups were asked to evaluate the teaching methods by self-designed questionnaires,and assessed by objective structured clinical examination (OSCE) to count their total scores.Result The acceptance rate of micro-teaching was significantly higher than traditional teaching (P<0.05). According to the theoretical examinations,the average scores of micro-teaching group and traditional teaching group were [(87.85±09.50) vs (76.42±11.63),respectively(P<0.05)].OSCE examination showed that the total scores and average scores of micro-teaching group in all seven sites were higher than those of traditional teaching group (P<0.05).Conclusion The application of micro-teaching method combined with traditional teaching method in clinical teaching of standardized residency training may improve the students' enthusiasm and interest in learning,cultivate their concepts of general practice,strengthen their abilities in clinic thoughts and communications and finally promote the effect of clinical training.
作者
朱应武
蔡佩芬
任天成
ZHU Yingwu;CAI Peifen;REN Tiancheng(The Hushu Community Health Service Center Jiangning District,Nanjing,Jiangsu 211121,China)
出处
《中国毕业后医学教育》
2019年第3期261-264,共4页
Chinese Journal of Graduate Medical Education
