摘要
目的探讨BOPPPS教学模式在泌尿外科临床实践教学培训中应用效果。方法选取2021年7月1日至2023年5月30日在泌尿外科的144名实习医生作为研究对象,随机分为对照组和实验组,开课前均进行理论测试,对照组采用传统教学法,实验组采用BOPPPS教学模式,分别讲授泌尿外科常见技能,实习教学后对两组实习医生均进行理论测试和临床技能操作测试,并发放调查问卷,对测试成绩及教学效果评价,应用SPSS26.0统计软件进行统计学分析。结果实验组和对照组的前测理论成绩均值分别为81.14±3.13和81.03±3.57,P>0.05。实验组和对照组后测理论成绩分别为90.32±4.51和84.70±5.10,P<0.001。实验组各临床技能操作项目成绩分别为:导尿术88.66±3.11分、直肠指诊90.44±3.16分及外科换药术92.66±3.27分,总成绩90.66±4.00分,对照组各临床技能操作项目成绩分别为:导尿术78.66±3.12分、直肠指诊85.34±2.16分及外科换药术89.41±3.61分,总成绩85.92±4.38分,且均低于90分,其中导尿术分值最低,且与实验组差异有统计学意义(P<0.001)。对所有实习医生进行问卷调查,实验组对自己理论知识掌握程度,激发学习主观能动性,提高临床思维能力,赞成本组教学法、整体满意度均高于对照组,差异有统计学意义(P<0.05)。结论在泌尿外科临床实践教学中,应用BOPPPS教学模式可以提升实习医生的理论知识水平和临床技能操作能力,教学过程中实习医生的积极性和自主性都显著提高。
Objective To explore the application effect of BOPPPS-based teaching model in clinical practice teaching and training of urology department.Methods A total of 144 interns in urology from July 1st,2021 to May 30th,2023 were randomly divided into the control group and the experimental group.Theoretical tests were carried out before the course began.The control group adopted the traditional teaching method and the experimental group adopted the BOPPPS teaching model to teach common urological skills.After the internship teaching,the interns of the two groups were tested and questionnaires were distributed.SPSS26.0 statistical software was used to analyze the test results and teaching effect evaluation.Results The average scores of pretest theory in the experimental group and the control group were 81.14±3.13 and 81.03±3.57 respectively(P>0.05).The post-test theoretical scores of the experimental group and the control group were 90.32±4.51and 84.70±5.10respectively(P<0.001).In the experimental group,the scores of urinary catheterization,rectal digital examination and surgical dressing change were 88.66±3.11,90.44±3.16 and 92.66±3.27,respectively,and the total scores were 90.66±4.00.In the control group,the scores of urinary catheterization,rectal digital examination and surgical dressing change were 78.66±3.12,85.34±2.16 and 89.41±3.61,respectively,and the total scores were 85.92±4.38,which were lower than 90 points.Among them,the score of urinary catheterization was the lowest,and it was significantly different from that of the experimental group(P<0.001).A questionnaire survey was conducted among all the interns,the experimental group mastered their own theoretical knowledge,stimulated their subjective initiative in learning,improved their clinical thinking ability,approved the teaching method and the overall satisfaction in the experimental group were higher than those in the control group,which was statistically significant(P<0.05).Conclusions In the clinical practice teaching of urology department,the application of BOPPPS teaching model could improve the interns'theoretical knowledge level and clinical skills operation ability,and the interns'enthusiasm and autonomy were significantly improved in the teaching process.
作者
吕川
戴雯
王超
侯帅
Lv Chuan;Dai Wen;Wang Chao;Hou Shuai(不详;Department of Urology,Jining NO.1 People's Hospital,Jining 272067,Shandong Province,China)
出处
《中国病案》
2024年第8期80-83,共4页
Chinese Medical Record
基金
济宁医学院2020年度实践教学教育科学研究项目(JYSJ2020B28)。
