摘要
目的:探索不同教学模式在医学生心肺复苏教学中的效用。方法:2019年3月至12月间,150名在校大学生随机分入课堂教学组(G1=50)、问题导向(PBL)教学组(G2=50)和计算机教学组(G3=50)。通过3种不同的教学方法,测定授课前后、授课2个月及6个月后,学员们理论、技能的掌握和维持情况。结果:研究期间共有150名大学生参与课题。其中男84名(56.0%),平均年龄(23.0±1.1)岁,有16名(10.7%)参加过类似的心肺复苏培训。3组学员的一般情况差异无统计学意义。基线、授课后即刻、授课后2个月和授课后6个月4个时点,G1、G2、G3组的理论考核成绩差异无统计学意义(P>0.05)。但经过授课后,各组的成绩都有提高,且授课后即刻成绩为最高(P<0.05)。授课后2个月、6个月成绩有所下降,但这两个时间段相比,考核成绩差异无统计学意义(P<0.05)。基线和授课后即刻操作考核通过率在3组间差异无统计学意义(P>0.05),授课后2个月、6个月两时点G2和G3组的考核通过率显著高于G1组(P<0.05),而这两组间的比较差异无统计学意义(P>0.05)。经过授课后各组操作考核通过率较基线都显著提高,考核通过率随着随访时间推移而下降。学员对课程反馈显示,所有学员均表示能明确所接受课程的教学目标,并且能够接受课程难度,但PBL和计算机教学接受度更高。结论:PBL和计算机教学模式有着较好的学习效用和接受度,可以做为常规课堂教学的补充或是进行巩固学习的策略。2个月可能是再培训的时间节点。
Objective To explore the effect of different teaching modes in medical students′education of cardiopulmonary resuscitation(CPR)skills.Methods One hundred and fifty college students were randomly allocated to classroom teaching group(G1=50),problem-based learning(PBL)group(G2=50)and computer-based teaching group(G3=50)from March to December in 2019.The students′acquisition and retention of theoretical knowledge and skills were assessed before(baseline)and after the teaching(immediately),then 2 months and 6 months later.Results One hundred and fifty college students participated in the study.Among them,84(56.0%)were male,with an average age of 23 years old.Sixteen students(10.7%)had participated in similar CPR training.There was no significant statistical difference in the demographic characteristics of students among three groups.At four time points including baseline,after teaching(immediately),2 months and 6 months later,there was no significant difference in the theoretical examination results among three groups(P>0.05).But after teaching,the scores of each group were improved.At the second time point(after teaching immediately),each group had the highest scores(P<0.05).Compared the scores of the second point,the ones of the third time point(2 months later after teaching)and the fourth time point(6 months later after teaching)decreased,but there was no significant difference between the two time points(P<0.05).There was no significant difference in the pass rates of skill exam at the time point of baseline among three groups(P>0.05).The pass rates of G2 and G3 were significantly higher than those of G1 at 2 and 6 months later after teaching(P<0.05),but there was no significant difference between two groups.After teaching,the passing rate of each group was significantly higher than that of the baseline,and there were significant differences in the passing rates of any other time points after teaching,with the passing rate decreasing.Students′feedback showed that all of them could clearly understand the tea
作者
程晔
吴静燕
金芸
张晓磊
陆国平
Cheng Ye;Wu Jingyan;Jin Yun;Zhang Xiaolei;Lu Guoping(Pediatric Intensive Care Unit,Children′s Hospital of Fudan University,Shanghai 201102,China;Department of Education and Training,Children′s Hospital of Fudan University,Shanghai 201102,China;Nursing Department,Children′s Hospital of Fudan University,Shanghai 201102,China)
出处
《中国小儿急救医学》
CAS
2021年第7期587-590,共4页
Chinese Pediatric Emergency Medicine
关键词
教学模式
心肺复苏
问题导向教学
计算机教学
Teaching mode
Cardiopulmonary resuscitation
Problem-based learning teaching
Computer teaching
