摘要
目的探讨问题导向学习(Problem-based Learning,PBL)与临床技能工作坊相结合对中医儿科临床带教的效果。方法选择2022年2月—2024年1月南京中医药大学江阴附属医院儿科接收的76名中医儿科实习学生作为研究对象,根据不同教学方法分为对照组(38名)和观察组(38名)。对照组采用传统教学模式,观察组在对照组基础上采用PBL与临床技能工作坊相结合的教学模式。比较两组学生理论知识与临床技能测试、心理效应评估及满意度得分。结果教学后,观察组理论知识为(90.02±2.89)分、临床技能测试为(93.17±2.14)分,均高于对照组的(88.36±2.68)分、(90.38±2.04)分,差异有统计学意义(t=3.123、6.998,P均<0.05)。观察组心理效应评价中自我效能感、学习动机、批判性思维能力及适应性和应对策略得分均高于对照组,差异有统计学意义(P均<0.05)。观察组满意度评估中方法认同程度、学习积极性及逻辑论证能力得分均高于对照组,差异有统计学意义(P均<0.05)。结论将PBL与临床技能工作坊相结合的教学模式在中医儿科临床带教中具有显著优势,可提升学生理论知识和临床技能,提高学生心理效应及满意度。
Objective To explore the effects of combining problem-based learning(PBL)with clinical skills work-shops on pediatric traditional Chinese medicine pediatrics.Methods A total of 76 pediatric practice students of tradi-tional Chinese medicine admitted to Department of Pediatrics of Jiangyin Affiliated Hospital of Nanjing University of Chinese Medicine from February 2022 to January 2024 were selected as the study objects and divided into control group(38 students)and observation group(38 students)according to different teaching methods.The control group ad-opted the traditional teaching mode,and the observation group adopted the combination of PBL and clinical skills workshops on the basis of the control group.The two groups of students were compared in the test of theoretical knowl-edge and clinical skills,psychological effect assessment and satisfaction score.Results After teaching,the theoretical knowledge score and clinical skill test score of the observation group were 90.02±2.89 and 93.17±2.14,which were higher than those of the control group 88.36±2.68 and 90.38±2.04,and the differences were statistically significant(t=3.123,6.998,both P<0.05).The scores of self-efficacy,learning motivation,critical thinking ability,adaptability and coping strategies in the psychological effect evaluation of the observation group were higher than those of the control group,and the differences were statistically significant(all P<0.05).The scores of method identification degree,learn-ing enthusiasm and logical argumentation ability of the observation group were higher than those of the control group,and the differences were statistically significant(all P<0.05).Conclusion The combined PBL and clinical skills work-shops model significantly enhances pediatric traditional Chinese medicine education,boosting students'theoretical knowledge and clinical skills,improving psychological outcomes,and increasing satisfaction,supporting its broader application in traditional Chinese medicine training.
作者
张俞
赵长江
Zhang YU;ZHAO Changjiang(Department of Pediatrics,Jiangyin Affiliated Hospital of Nanjing University of Chinese Medicine,Jiangyin 214400,Ji-angsu,China)
出处
《中国卫生产业》
2024年第15期13-16,共4页
China Health Industry
关键词
中医儿科教育
问题导向学习
临床技能工作坊
临床教学效果
Pediatric traditional Chinese medicine education
Problem-based learning
Clinical skills workshops
Educational outcomes
