摘要
目的评估普外科专业学位研究生结合住院医师规范化培训(规培)中采用基于问题的学习模式(PBL)在临床带教中的效果,以期为提高专业研究生的综合医学素养提供参考。方法纳入2016年9月—2018年9月本院普外科2016/2017级专业学位研究生71名,采用随机数字表法将纳入学员随机分为观察组(35名)和对照组(36名)。观察组采用PBL教学模式,对照组采用传统的教学方法。两组学员在普外科相关科室规培时间均为一年,轮转结束后结合研究生培养要求采用双向考核制度评估带教效果,包括:(1)教师对学员综合能力的测评:病例书写、病情分析、技能操作、出科考试、科研设计;(2)学员对教师教学满意度评价:教学能力、教学态度及学员获得感;(3)学员对自身学习效能评价:设计学习效能问卷调查表评价学员学习效能。结果观察组学员在病历书写、病情分析、技能操作、出科考试及科研设计方面考核中取得成绩均显著优于对照组(P<0.01)。两组学员对教师在教学能力和教学态度方面比较不具有统计学差异(P>0.05);观察组学员在学员获得感(t=12.06; P<0.01)方面评分显著高于对照组。观察组学员在学习积极性、分析问题能力、表述观点、学习效率及文献阅读能力方面评分均显著高于对照组(P<0.01);两组学员在明确责任(t=0.435; P=0.665)方面比较不具有统计学差异。结论普外科专业学位研究生结合规培的临床带教中采用PBL教学模式能够提高教学质量,提高学员对规培及带教的认可和满意度,值得在临床教学中推广。
Objective To evaluate the effect of using problem-based learning model( PBL) in clinical teaching during resident standardization training( regulation) for the professional postgraduate students majored in general surgery,in order to provide reference for improving the comprehensive medical literacy of professional postgraduate students. Methods From September 2016 to September 2018,professional degree postgraduate students of the 2016/2017 in our hospital were randomly divided into observation group and control group by random number table method.The observation group used the PBL teaching mode,and the control group used the traditional teaching method.The training time of the two groups of students in the general surgery department is one year.After the rotation,combined with the postgraduate training requirements,two-way assessment system is used to evaluate the teaching effect,including the teacher ’ s evaluation of the students ’ comprehensive ability: case writing,condition analysis,operation skills,examination,scientific research design;Students’ satisfaction evaluation of teachers’ teaching,teaching ability,teaching attitude and feelings of students;Students’ evaluation of their own learning effectiveness,design a learning effectiveness questionnaire to evaluate students ’ learning effectiveness.Results In the observation group,the scores in the medical record writing,disease analysis,operation skill,examination and scientific research design were significantly better than those in the control group( P < 0. 01).There was no statistical difference in teacher ’ s teaching ability and teaching attitude between the two groups according to the evaluation made by the students( P>0.05).The score of students’ sense of obtaining in students in observation group significantly higher than the control group( t = 12. 06,P < 0. 01). The scores of learning motivation,problem analysis, opinion presentation,learning efficiency,and document reading ability of the students in the observation group were significantly higher than those in the control group( P < 0. 01). The difference of clear responsibility between the two groups of students was not statistically significant( t = 0.435,P =0.665).Conclusions The use of PBL teaching mode in the clinical teaching of postgraduate students majored in general surgery could improve the quality of teaching and students’ recognition and satisfaction on the training and teaching.It is worthy of promotion in clinical teaching.
作者
姜从桥
朱平胜
时依
项武军
葛思堂
张宗兵
左芦根
JIANG Cong-qiao(Department of gastroenterological surgery,the first affiliated hospital of Bengbu medical college,Bengbu,Anhui,233004,China.)
出处
《齐齐哈尔医学院学报》
2018年第21期2554-2557,共4页
Journal of Qiqihar Medical University
基金
蚌埠医学院自然科学基金重点项目(BYKY1721ZD)
