摘要
目的研究基于问题的学习(problem-based learning,PBL)模式下的情景模拟教学用于重症医学科临床教学中的效果。方法选取2022年6月—2023年6月在兴山县人民医院重症医学科实习的30名临床实习生作为研究对象。根据临床教学模式的不同分为对照组及研究组,每组15名。对照组应用常规教学模式,研究组应用PBL模式下的情景模拟教学模式。对比两组出入科考试成绩、能力评分及对教学模式的满意度评分。结果出科时,研究组临床实习生理论知识、问诊、病例分析、实际操作成绩得分均明显高于对照组,差异有统计学意义(P均<0.05)。研究组自主学习能力、临床思维能力、医患沟通能力、批判性思维能力评分均明显高于对照组,差异有统计学意义(P均<0.05)。满意度评分中,研究组理解教学内容难易程度(23.10±0.21)分、学习兴趣(22.35±0.38)分、是否能够提高临床思维能力(22.96±0.38)分、课堂氛围(23.40±0.16)分均高于对照组的(20.19±0.19)分、(19.65±0.41)分、(19.67±0.37)分、(18.46±0.14)分,差异有统计学意义(t=39.797、18.706、24.025、89.992,P均<0.05)。结论重症医学科临床教学中应用PBL模式下的情景模拟教学,有助于提高成绩及综合能力,获得理想满意度,值得借鉴。
Objective To study the effect of situational simulation teaching under problem-based learning(PBL)model in the clinical teaching of intensive care medicine.Methods Thirty clinical interns in the Intensive Care Medicine Department of Xingshan County People's Hospital from June 2022 to June 2023 were selected as the research objects.According to the different clinical teaching mode,they were divided into control group and study group,with fifteen students in each group.The control group applied the conventional teaching mode,and the study group applied the situational simulation teaching mode under the PBL mode.The results of entrance examination,ability rating and satisfaction rating of teaching mode were compared between the two groups.Results At the time of graduation,the scores of theoretical knowledge,consultation,case analysis and practical operation of clinical interns in the study group were significantly higher than those in the control group,the differences were statistically significant(all P<0.05).The scores of independent learning ability,clinical thinking ability,doctor-patient communication ability and critical thinking ability of the study group were significantly higher than those of the control group,the differences were statistically significant(all P<0.05).In the satisfaction score,the scores of understanding the difficulty of teaching content,learning interest,whether it can improve clinical thinking ability and classroom atmosphere in the study group were 23.10±0.21,22.35±0.38,22.96±0.38 and 23.40±0.16,which were higher than 20.19±0.19,19.65±0.41,19.67±0.37 and 18.46±0.14 in the control group.and the differences were statistically significant(t=39.797,18.706,24.025,89.992,all P<0.05).Conclusion The application of PBL model in the clinical teaching of critical care medicine is helpful to improve the performance and comprehensive ability,and obtain ideal satisfaction.
作者
李梅
陈锦妃
刘精华
LI Mei;CHEN Jinfei;LIU Jinghua(Department of Critical Care Medicine,Xingshan County People's Hospital,Yichang 443700,Hubei,China;Department of Emergency Medicine,Xingshan County People's Hospital,Yichang 443700,Hubei,China)
出处
《中国卫生产业》
2024年第22期17-20,共4页
China Health Industry
关键词
基于问题的学习模式
情景模拟教学
重症医学科
临床教学
Problem-based learning mode
Scenario simulation teaching
Department of critical care medicine
Clini‐cal teaching
