摘要
目的 探究以问题为基础的教学法(problem-based learning,PBL)联合实时通讯工具在临床带教心内科住院医师规范化培训(简称“住培”)学员中的应用效果。方法 选取2020年10月—2022年8月于浙江大学医学院附属第二医院心内科接受住院医师规范化培训的80名学员作为研究对象,随机分为对照组和观察组2组,每组40名。对照组使用传统的线下教学方法,通过讲座形式讲授心内科专业基础知识要点。观察组则采用PBL教学法联合实时通讯工具进行教学。比较2组理论知识成绩、技能测试成绩、教学效果评分的差异。结果 观察组住培学员的理论知识成绩[(82.32±5.71)分]优于对照组[(76.18±6.81)分],差异有统计学意义(P <0.05);观察组学员的技能测试分值[(87.64±1.27)分]高于对照组[(71.71±1.79)分],差异有统计学意义(P <0.05)。观察组在提高自学能力、提高临床分析能力、激发学习积极性、增加教学满意度等4个维度上的评分[(7.82±1.20)分、(8.45±0.90)分、(7.85±1.21)分、(8.27±0.93)分]均高于对照组[(6.10±0.98)分、(6.38±0.97)分、(6.28±0.85)分、(6.45±1.15)分],差异有统计学意义(P <0.05)。结论 采用PBL教学法联合实时通讯工具进行教学,能有效地促进住培学员对心内科临床理论知识的掌握,提升技能测试成绩,提高自学能力,优化临床分析能力,激发学习积极性以及增加教学满意度。
Objective To investigate the effectiveness of combining problem-based learning(PBL)teaching method and real-time communication tool for clinical teaching in cardiology for standardized training of resident physicians(for short residential trainees as follows).Methods A total of 80 residential trainees from October 2020 to August 2022 at department of cardiology,the Second Affiliated Hospital School of Medicine Zhejiang University were selected.They were randomly divided into two groups,namely the control group and the observational group,each 40 trainees in each group.The control group used traditional offline teaching methods,teaching key points of cardiology professional foundation knowledge through lectures.The experimental group adopted the PBL teaching method combined with the real-time communication tool for teaching.The differences in theoretical knowledge scores,skill test scores,and teaching effectiveness scores between two groups were compared.Results The theoretical knowledge scores of the resident trainees in the observation group[(82.32±5.71)points]were better than those in the control group[(76.18±6.81)points],with statistically significant(P<0.05).The skill test scores of the observation group[(87.64±1.27)points]were higher than those of the control group[(71.71±1.79)points],and the difference was statistically significant(P<0.05).The observation group scored higher than the control group in 4 dimensions including improving self-learning ability,enhancing clinical analysis ability,stimulating learning enthusiasm,and increasing teaching satisfaction[(7.82±1.20)points vs.(6.10±0.98)points,(8.45±0.90)points vs.(6.38±0.97)points,(7.85±1.21)points vs.(6.28±0.85)points,(8.27±0.93)points vs.(6.45±1.15)points],with statistical significance(P<0.05).Conclusion The application of PBL teaching method combined with real-time communication tool can effectively promote the mastery of clinical theoretical knowledge in cardiology among residential trainees, improve skill testing scores, enhance self-learning ability, optimize clinical analysis ability, stimulate learning enthusiasm, and increase teaching satisfaction.
作者
南金良
华晓萍
潘子旻
沈建
NAN Jinliang;HUA Xiaoping;PAN Zimin;SHEN Jian(Department of Cardiology,the Second Affiliated Hospital,School of Medicine,Zhejiang University,Hangzhou Zhejiang 310009,China;Department of Gynaecology,Women’s Hospital,School of Medicine,Zhejiang University,Hangzhou Zhejiang 310009,China)
出处
《中国继续医学教育》
2024年第11期48-52,共5页
China Continuing Medical Education
基金
浙江省教育厅一般科研项目(Y202147871)。
关键词
PBL教学法
实时通讯
心内科
临床带教
住培学员
调查问卷
PBL teaching method
real-time communication tool
cardiology
clinical teaching
residential trainee
questionnaire
