情景模拟辅以PBL教学法在全科医师规范化培训中的应用
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摘要
目的:探讨情景模拟辅以PBL教学法的教学模式在全科专业住院医师规范化培训中的作用。方法:结合情景模拟、PBL教学法和全科临床实践的特点,选取典型的急性左心衰病例,进行临床情景模拟,然后针对提出的问题进行PBL教学。选取我院全科规培学员40名,随机分为教改组和对照组,对教改组进行情景模拟辅以PBL教学,对照组进行传统的授课,通过理论、技能考试和调查问卷分析两组教学的效果。结果:教改组学员的理论考核成绩和临床技能考试成绩均优于对照组,差异有统计学意义(P<0.05)。结论:情景模拟辅以PBL教学法在全科规培医师培训中起到了很好的作用,激发了全科规培医师的学习兴趣和热情,提高了其急救技能的熟练程度,提高了其临床思维能力、安全意识、沟通能力及自主学习的能力,为培养合格的全科医师提供了一个较好的教学模式。
Objective:to explore the effect of scenario simulation assisted with PBL teaching method in the standardized training of general practitioners.Methods:according to the characteristics of scene simulation,PBL teaching method and general clinical practice,typical cases of acute left heart failure were selected for clinical scene simulation,and then PBL teaching was carried out to solve the problems raised.Forty general practitioners were randomly divided into teaching reform group and control group.The teaching reform group was simulated with PBL and the control group was given traditional teaching.The effects of the two groups were analyzed by theory,skill test and questionnaire.Results:the results of theoretical examination and clinical skill examination of the students in the teaching reform group were better than those of the control group.The difference was statistically significant(P<0.05).Conclusion:skills proficiency,improve their clinical thinking ability,safety awareness,communication ability and self-learning ability,for the training of qualified general practitioners to provide a better teaching model.
Objective:to explore the effect of scenario simulation assisted with PBL teaching method in the standardized training of general practitioners.Methods:according to the characteristics of scene simulation,PBL teaching method and general clinical practice,typical cases of acute left heart failure were selected for clinical scene simulation,and then PBL teaching was carried out to solve the problems raised.Forty general practitioners were randomly divided into teaching reform group and control group.The teaching reform group was simulated with PBL and the control group was given traditional teaching.The effects of the two groups were analyzed by theory,skill test and questionnaire.Results:the results of theoretical examination and clinical skill examination of the students in the teaching reform group were better than those of the control group.The difference was statistically significant(P<0.05).Conclusion:skills proficiency,improve their clinical thinking ability,safety awareness,communication ability and self-learning ability,for the training of qualified general practitioners to provide a better teaching model.
引文
[1]王弘.情景模拟与PBL模式相结合在骨科教学中的应用[J].中国校外教育,2010,4(2):180-181.
[2]贾仲红,孙建军,刘阳,等.PBL教学法在耳显微外科手术解剖训练中的应用[J].医学教育探索,2010,9(6):813-815.
[3]Cook DA,Brydges R,Hamstra SJ,et al.Comparative effectiveness of technology-enhanced simulation versus other instructional methods:a systematic review and meta-analysis[J].Simulation in Healthcare,2012,7(5):308-320.
[4]Mundell WC,Kennedy CC,Szostek JH,etal.Simulation technology for resuscitation training:a systematic review and meta-analysis[J].Resuscitation,2013,84(9):1174-1183.
[5]冯妍,曾汝园,王以新,等.模拟教学在全科医师培训中的应用[J].中国继续医学教育,2017,9(2):5-6.
[2]贾仲红,孙建军,刘阳,等.PBL教学法在耳显微外科手术解剖训练中的应用[J].医学教育探索,2010,9(6):813-815.
[3]Cook DA,Brydges R,Hamstra SJ,et al.Comparative effectiveness of technology-enhanced simulation versus other instructional methods:a systematic review and meta-analysis[J].Simulation in Healthcare,2012,7(5):308-320.
[4]Mundell WC,Kennedy CC,Szostek JH,etal.Simulation technology for resuscitation training:a systematic review and meta-analysis[J].Resuscitation,2013,84(9):1174-1183.
[5]冯妍,曾汝园,王以新,等.模拟教学在全科医师培训中的应用[J].中国继续医学教育,2017,9(2):5-6.