摘要
目的分析问题驱动教学法(PBL)融合案例教学法(CBL)教学法在新生儿科临床带教中的应用效果。方法研究样本64名选取为2018年11月—2020年8月间该院新生儿科实习生。纳入对象根据教学模式差异性分为融合组(n=32)、对比组(n=32)。为对比组实习生实施传统教学法,为融合组实习生开展PBL融合CBL教学法。对比观察两组综合能力、教学满意度、临床胜任能力、考核成绩。结果融合组实习生自学能力、沟通交流能力、临床思维能力、理论与实践结合能力均高于对比组,差异有统计学意义(P<0.05);融合组实习生交流沟通、体格检查、病史采集、技能考核、理论考核均高于对比组,差异有统计学意义(P<0.05);融合组实习生组织效能、沟通技能、临床判断、专业态度、体格检查技能、医疗面谈技能、整体临床胜任能力均高于对比组,差异有统计学意义(P<0.05);融合组教学满意度明显高于对比组,差异有统计学意义(P<0.05)。结论PBL融合CBL教学法应用于新生儿科临床带教中能够提高实习生考核成绩与临床胜任能力,提高实习生自学能力、沟通交流能力、临床思维能力、理论与实践结合能力,促进实习生对教学满意程度的不断提升,在临床教学中值得推广应用。
Objective To analyze the application effect of problem-based leaming(PBL)combined with case-based leaming(CBL)teaching method in clinical teaching of neonatology.Methods Sixty-four study samples were selected as interns in the department of neonatology in the hospital from November 2018 to August 2020.The included subjects were divided into fusion group(n=32)and comparison group(n=32)according to the differences in teaching mode.Implement traditional teaching methods for interns in the comparison group,and develop PBL and CBL teaching methods for interns in the fusion group.Compared and observed the comprehensive ability,teaching satisfaction,clinical competence,and assessment results of the two groups.Results The self-study ability,communication ability,clinical thinking ability,and the ability to combine theory and practice of the interns in the fusion group were higher than those in the comparison group,the difference was statistically significant(P<0.05);the interns in the fusion group had better communication,physical examination,medical history collection,skill assessment,and theory assessment were higher than the comparison group,the difference was statistically significant(P<0.05);the interns of the fusion group were better than the comparison group in organizational efficiency,communication skills,clinical judgment,professional attitude,physical examination skills,medical interview skills,and overall clinical competence,the difference was statistically significant(P<0.05);the teaching satisfaction of the fusion group was significantly higher than that of the comparison group,the difference was statistically significant(P<0.05).Conclusion The application of PBL and CBL teaching method in the clinical teaching of neonatology can improve the appraisal performance and clinical competence of interns,improve interns'self-study ability,communication ability,clinical thinking ability,combined theory and practice ability,and promote interns'ability of continuous improvement of the degree of satisfaction,which is worthy of promotion and application in clinical teaching.
作者
姚芳
YAO Fang(Department of Neonatology,Yiyang Central Hospital,Yiyang,Hunan Province,413000 China)
出处
《中国卫生产业》
2021年第18期118-121,共4页
China Health Industry
