摘要
目的探讨分层递进思维导图联合以团队为基础的教学法(team-based learning,TBL)、以问题为基础的教学法(problem-based learning,PBL)、以案例为基础的教学法(case-based learning,CBL)的教学模式在全科住院医师规范化培训(住培)未分化疾病教学中的应用效果。方法选取在湖州市中心医院全科住培基地学习的64名全科住院医师作为研究对象,将2020、2021、2022级全科住培医师纳入研究组(n=37),2017、2018、2019级全科住培医师纳入对照组(n=27)。对照组采用常规教学法(TBL、PBL、CBL),研究组在对照组基础上增加分层递进思维导图训练。比较两组学生对教学模式的满意度和考核成绩,并统计研究组学生对分层递进思维导图联合TBL、PBL、CBL教学模式的评价情况。结果研究组对自学能力提高、人际沟通能力提高、分析解决问题能力提高、团队合作能力提高的满意度均高于对照组,差异有统计学意义(P<0.05)。研究组学生对分层递进思维导图联合TBL、PBL、CBL教学模式总体情况、强化学习能力、教学优势的评价为“非常好”的占比分别为45.95%、37.84%、54.05%,评价为“好”的占比分别为43.24%、48.65%、35.14%。研究组专业理论考核成绩、临床技能考核成绩均高于对照组,差异有统计学意义(P<0.05)。结论在全科住培中,采用分层递进思维导图联合TBL、PBL和CBL教学模式对未分化疾病教学具有一定效果,值得借鉴。
Objective To explore the application effect of hierarchical progressive mind mapping combined with team-based learning(TBL),problem-based learning(PBL)and case-based learning(CBL)teaching models in the teaching of undifferentiated diseases in general practice resident standardized training(resident training).Methods A total of 64 residents who studied in general practitioner resident training in Huzhou Central Hospital were selected as the research subjects,the general practice residents of grade 2020,2021 and 2022 were included in the study group(n=37),and the general practice residents of grade 2017,2018 and 2019 were included in the control group(n=27).The control group adopted the conventional teaching method(TBL,PBL,CBL),the study group added hierarchical progressive mind mapping training on the basis of the control group.The satisfaction and assessment scores of the two groups of students towards the teaching mode were compared,and the evaluation situation of the students in the study group on the teaching mode of hierarchical progressive mind mapping combined with TBL,PBL and CBL was statistically analyzed.Results The satisfaction of the improvement of self-study ability,interpersonal communication ability,ability to analyze and solve problems and teamwork ability in the study group were higher than those in the control group,and the differences were statistically significant(P<0.05).The proportions of students in the study group who evaluated the overall situation,reinforcement learning ability and teaching advantages of the hierarchical progressive mind mapping combined with TBL,PBL and CBL teaching mode as"very good"were 45.95%,37.84%and 54.05%respectively,and the proportions of those who evaluated as"good"were 43.24%,48.65%and 35.14%respectively.The professional theory assessment scores and clinical skills assessment scores in the study group were higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion In general practice residency training,the teaching model of hierarchical progressive mind mapping combined with TBL,PBL and CBL has achieved certain results in the teaching of undifferentiated diseases and is worth borrowing.
作者
郑跃
高翔
徐寅
ZHENG Yue;GAO Xiang;XU Yin(Department of General,Huzhou Central Hospital Affiliated Huzhou University/Fifth School of Clinical Medicine of Zhejiang Chinese Medical University/Huzhou Central Hospital,Huzhou,Zhejiang,313000,China)
出处
《当代医学》
2025年第4期182-186,共5页
Contemporary Medicine
基金
湖州师范学院2023年校级“四新”教育教学改革研究项目(JG202305)
湖州师范学院2023年校级课程思政教学研究项目(JGSZ202344)。
关键词
未分化疾病
思维导图
全科医学
临床思维
住院医师规范化培训
Undifferentiated disease
Mind mapping
General practice
Clinical thinking
Standardized residency training
