摘要
目的探讨ARCS[注意(attention)、关联(relevance)、信心(confidence)、满足(satisfaction)]动机设计模式指导下的精简模块化教学在麻醉科住院医师规范化培训中的应用效果。方法选取2022年6月至2024年6月南京医科大学第一附属医院60名麻醉科住院医师,随机分为试验组(n=30)和常规组(n=30)。常规组采用传统理论授课与技能训练,包括专题讲座、病例讨论和模拟演练;试验组实施ARCS精简模块化教学,将内容划分为8个高频临床模块(如困难气道管理、术中过敏性休克处理等),每个模块围绕ARCS四要素设计。通过考核成绩、学习动机评价、教学反馈评价教学效果。采用SPSS 26.0进行χ^(2)检验和t检验。结果试验组学员理论考核总分高于常规组[(84.20±1.40)vs.(79.13±1.67),P<0.001],其中临床应用题和综合分析题提升尤为显著。实践操作成绩试验组亦优于常规组(均P<0.001)。学习动机方面,试验组学员内生动机[如挑战性:(13.04±2.11)vs.(10.29±2.05)]和外生动机[如人际竞争:(24.10±2.35)vs.(22.92±2.12)]得分均更高(均P<0.05)。教学反馈中,试验组在“激发求知欲”和“团队协作能力”方面评分更高。结论ARCS动机设计模式联合精简模块化教学能有效提升麻醉科住院医师的理论水平、操作技能及学习动机,且教学满意度更高,为规范化培训提供了创新方案。未来需扩大样本并优化技术依赖性,以进一步验证其普适性。
Objective To evaluate the effectiveness of streamlined modular teaching guided by the ARCS(attention,relevance,confidence,and satisfaction)motivational design model in standardized training of anesthesiology residents.Methods Sixty anesthesiology residents who underwent standardized training at The First Affiliated Hospital of Nanjing Medical University between June 2022 and June 2024 were randomly assigned to an experimental group(n=30)or a conventional group(n=30).The conventional group received traditional theoretical instruction and skill training,including thematic lectures,case discussions,and simulation-based skills training.The experimental group received streamlined modular teaching based on ARCS,with training content divided into eight high-frequency clinical modules(e.g.,difficult airway management and intraoperative anaphylactic shock management)and each module designed according to the four ARCS components.Teaching effectiveness was evaluated through examination scores,assessments of learning motivation,and teaching feedback.SPSS 26.0 was used forχ^(2) test and t test.Results The experimental group scored significantly higher in theoretical examinations compared to the conventional group[(84.20±1.40)vs.(79.13±1.67),P<0.001],with particularly notable improvements in clinical application and integrative analysis questions.Practical skill scores were also higher in the experimental group compared to the conventional group(all P<0.001).In terms of learning motivation,the experimental group showed higher scores in both intrinsic motivation[e.g.,challenge,(13.04±2.11)vs.(10.29±2.05)]and extrinsic motivation[e.g.,interpersonal competition,(24.10±2.35)vs.(22.92±2.12)](all P<0.05).Teaching feedback indicated that the experimental group rated higher in stimulating curiosity and enhancing teamwork skills.Conclusions The ARCS motivational design model combined with streamlined modular teaching effectively improved the theoretical knowledge,practical skills,and learning motivation of residents in the Department of Anesthesiology.This approach also enhanced teaching satisfaction and provided an innovative scheme for standardized residency training.Future studies should expand sample size and optimize technological dependencies to further validate the generalizability of this teaching method.
作者
孙兆楚
沈健
Sun Zhaochu;Shen Jian(Department of Anesthesiology and Perioperative Medicine,The First Affiliated Hospital of Nanjing Medical University,Nanjing 210029,China)
出处
《中华医学教育探索杂志》
2025年第7期969-975,共7页
Chinese Journal of Medical Education Research
基金
南京医科大学康达学院2023年度教育研究课题(KDJYYJYB202307)
南京医科大学2023年度教育研究课题(2023LX071)。
关键词
麻醉科
住院医师规范化培训
ARCS动机设计模式
模块化教学
Department of Anesthesiology
Standardized residency training
ARCS motivational design model
Modular teaching
