摘要
目的评价问题驱动教学法(problem-based learning,PBL)在急性缺血性脑卒中动脉取栓术教学中的应用效果。方法将南京医科大学附属苏州医院神经内科的60名规培医师作为研究对象,采用随机数字表法分为观察组和对照组,每组30名。第一周,对两组医师采用讲授法,集中讲解急性缺血性脑卒中的理论知识和急救流程,并观看动脉取栓的标准化教学视频;第二、三周,对两组医师采用跟班轮转的方式,进行一对一临床带教;第四周,对照组直接采取练习法进行模拟演练,观察组先由授课老师运用PBL的教学模式指导小组进行讨论,再采取练习法进行模拟演练;第五周,由非带教老师出题,采用闭卷考试和操作考试的方式比较两组医师的动脉取栓技能考试成绩,用问卷调查的方式比较两组医师的学习满意度及对教学效果的评价。结果与对照组比较,观察组的动脉取栓技能成绩总分(对照组总分为81.80±3.75,观察组总分为87.17±3.32)、总满意度(对照组为86.7%,观察组为93.3%)及对教学质量的评价(包括创新能力、解决问题能力、综合表达能力、自主学习能力和操作能力)更高,差异存在统计学意义(均P<0.05)。结论PBL教学能提升规培医师的临床操作能力,提高临床教学成效,增加医师对教学的满意度。
Objective To evaluate the application effect of PBL(problem-based learning)teaching method in arterial thrombectomy of acute ischemic stroke.Methods 60 trained physicians in the Department of Neurology of Suzhou Hospital affiliated to Nanjing Medical University were selected as the research objects,and were randomly divided into the observation group and the control group with 30 doctors in each group.In the first week,two groups of physicians were taught,focusing on the theoretical knowledge and emergency procedures of acute ischemic stroke,and watching the standardized teaching video of arterial thrombectomy.In the second and third weeks,the doctors of the two groups were taught one-to-one by turns.In the fourth week,the control group directly adopted the practice method to conduct the simulation drill.The observation group was first discussed by the instructor using the PBL teaching model to guide the group,and then adopted the practice method to conduct the simulation drill.In the fifth week,the non teaching teachers set the questions,and compared the scores of the arterial thrombus removal skills of the two groups of physicians by using the closed book examination and the operation examination,and compared the learning satisfaction of the two groups of physicians and their evaluation of the teaching effect by using the questionnaire survey.Results Compared with the control group,the total score of arterial thrombus removal skill in the observation group(81.80±3.75 in the control group,87.17±3.32 in the observation group),the total satisfaction score(86.6% in the control group,93.3% in the observation group)and the evaluation of teaching quality(including innovation ability,problem-solving ability,comprehensive expression ability,autonomous learning ability and operation ability)were higher,and the differences were statistically significant(P<0.05).Conclusion PBL teaching method can improve the clinical operation ability of the doctors in regular training,improve the clinical teaching effect,and increase the satisfaction of doctors with the teaching mode.
作者
王媚瑕
冯红选
侯晓夏
董晓峰
陆亚莹
高静
朱丽君
倪兴梅
张琴
徐梅花
朱浩
WANG Meixia;FENG Hongxuan;HOU Xiaoxia;DONG Xiaofeng;LU Yaying;GAO Jing;ZHHU Lijun;NI Xingmei;ZHANG Qin;XU Meihua;ZHU Hao(Department of stroke center;Department of Emergency Neurology,Suzhou Municipal Hospital Affiliated to Nanjing Medical University,Suzhou 215000,China)
出处
《中国老年保健医学》
2024年第3期133-137,共5页
Chinese Journal of Geriatric Care
基金
苏州市立医院教育科研项目(编号:SLYYJY202001)
南京医科大学2021年度校级教育研究课题(编号:2021ZC072)。
