摘要
目的探讨角色互换教学模式在心血管内科临床教学中的应用效果。方法选取2018年1月—2020年10月在滁州市第一人民医院心血管内科轮转学习的住院医师和实习医师64人为研究对象,采用随机数字表分为两组。观察组28人,采用角色互换教学模式;对照组36人,采用传统教学模式。分别采集两组入科及出科时迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)和操作技能直接观察评估(direct observation of procedual skill,DOPS)得分进行教学效果评价,并实施问卷调查。结果(1)观察组和对照组在出科时Mini-CEX及DOPS各方面评分均较入科时显著提高,差异有统计学意义(P<0.05)。(2)Mini-CEX中,出科时病史询问、体格检查、卫教咨询、临床诊断、组织效能和整体表现方面,观察组得分高于对照组,差异有统计学意义(P<0.05),但在人文关怀方面无统计学差异(P>0.05)。(3)DOPS中,出科时知情同意、无菌观念、步骤正确、手法准确、适时寻求协助、操作后处理和总体表现方面,观察组得分高于对照组,差异有统计学意义(P<0.05),但在适应证和禁忌证、操作准备、沟通技巧和爱伤观念方面无统计学意义(P>0.05)。(4)问卷调查显示,观察组在提高学习兴趣、提高自学能力、提高学习效果、有效师生互动方面均高于对照组,差异有统计学意义(P<0.05)。结论在心血管内科临床教学中引入角色互换教学模式,不仅能够充分调动住院医师/实习医师的学习积极性,提高教学效果,提升综合素质,还有利于指导医师教学思维的转换和教学水平的提高,值得在心血管内科临床教学工作中推广应用。
Objective To explore the application effect of the teaching mode of"role exchange"in the clinical teaching of cardiovascular internal medicine.Methods The 64 residents and Interns Residents in the Department of Cardiology,Chuzhou First People's Hospital from January 2018 to October 2020 were included as research object.Use the random number table as observation group and lecture group.28 persons observation group adopted the"role exchange"teaching mode,while 36 students in the control group adopted the traditional teaching mode.In order to evaluate the teaching effect,mini clinical exercise evaluation(Mini-CEX)and direct observation and evaluation of operation skills(DOPS)scores were collected and questionnaires were conducted when students entered and left the department.Results The scores of Mini-CEX and DOPS of the two groups at the time of graduation were significantly higher than those when they entered the department(P<0.05).At the end of clinical practice,the scores of observation group in Mini-CEX were higher than those of control group on such indicators as"medical history inquiry","physical examination","health education consultation","clinical diagnosis","organizational efficiency"and"overall performance"(P<0.05).But there was no statistical difference in humanistic care(P>0.05).At the end of clinical practice,the scores of DOPS were compared between the two groups,too.It was found that the students in the observation group scored higher than those in the control group in terms of"informed consent","aseptic concept","correct steps","accurate manipulation","timely seeking assistance","post operation treatment"and"overall performance"(P<0.05).However,there were no significant differences between the two groups in"indications and contraindications","operation preparation","communication skills and injury loving concept"(P>0.05).The questionnaire survey showed that the observation group were higher than the control group in terms of improving learning interest,improving self-learning ability,improving learning effect and effective teacher-student interaction(P<0.05).Conclusion The introduction of"role exchange"teaching mode in clinical teaching of cardiovascular medicine can not only fully mobilize persons'learning enthusiasm,improve teaching effect and comprehensive quality,but also promote the transformation of teachers'teaching thinking and the improvement of teaching level.It is worthy of popularization and application in the clinical teaching of cardiovascular medicine.
作者
李银
何芳
Li Yin;He Fang(Department of Cardiovascular Medicine,the Affiliated Chuzhou Hospital of Anhui Medical University/the First People's Hospital of Chuzhou,Chuzhou 239000,Anhui,China;Department of Education,the Affiliated Chuzhou Hospital of Anhui Medical University/the First People's Hospital of Chuzhou,Chuzhou 239000,Anhui,China)
出处
《中国毕业后医学教育》
2021年第3期241-245,共5页
Chinese Journal of Graduate Medical Education
关键词
角色互换
教学方法
临床教学
继续教育
role exchange
teaching method
clinical teaching
continuing education
