摘要
目的:分析基于互联网的BOPPPS教学模式在重症医学科住院医师规范化培训中的应用。方法:选择2021年3月至2023年3月我院98名重症医学科规范化培训住院医师作为研究对象,依据随机数字表法分为对照组、试验组,各49名。对照组接受传统的“示教室—病房—示教室”教学模式,试验组接受基于互联网的BOPPPS教学模式,两组均进行10次教学。结果:10次教学后,试验组病史采集、体格检查、临床诊断、治疗方案各项、理论知识考试、案例分析、操作技能考核各项评分和总分,以及有自学能力、学习兴趣、综合分析能力、团队合作意识、创新能力、问题解决能力的规培生占比均高于对照组(P<0.05)。结论:基于互联网的BOPPPS教学模式应用于重症医学科住院医师规范化培训中,可提高教学效果及规培生理论与操作技能成绩,增强规培生的临床综合能力。
Objective:To evaluate the application of the internet-based BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory learning,Post-assessment,and Summary)teaching model in standardized residency training for critical care medicine.Methods:A total of 98 critical care medicine residents undergoing standardized training at our hospital from March 2021 to March 2023 were selected and randomly assigned to a control group or an experimental group(49 each).The control group followed the traditional“demonstration room-ward-demonstration room”teaching model,while the experimental group received instruction through an internet-based BOPPPS model.Both groups underwent 10 teaching sessions.Results:After 10 sessions,the experimental group showed significantly higher scores in history taking,physical examination,clinical diagnosis,treatment planning,theoretical knowledge exams,case analysis,and practical skills assessments(P<0.05).Additionally,a greater proportion of residents in the experimental group demonstrated improved self-learning ability,interest in learning,analytical thinking,teamwork,innovation,and problem-solving skills compared to the control group(P<0.05).Conclusion:The internet-based BOPPPS teaching model effectively enhances teaching outcomes,theoretical and practical performance,and comprehensive clinical abilities of residents in critical care medicine training programs.
作者
余国亮
郑丹
娄敏娟
Yu Guoliang;Zheng Dan;Lou Minjuan(Taizhou Hospital,Taizhou 317000,Zhejiang,China)
出处
《中国高等医学教育》
2025年第5期123-125,共3页
China Higher Medical Education
基金
温州医科大学教改课题(编号:JG2022074)。
