摘要
目的分析PBL教学模式在实习医师临床教学中的应用效果。方法选取医院2020年1—12月内科实习医师50名为观察对象,依据随机抽样法分组,对照组采用传统带教法教学,观察组采用PBL教学模式带教,对比不同组别实习医师学习效果。结果观察组实习医师综合能力评分(92.05±1.17)分,高于对照组实习医师的(88.24±1.14)分,包括理论成绩与实践操作成绩均高于对照组实习医师,差异有统计学意义(P<0.05)。观察组中1名实习医师对临床学习兴趣度不高,对照组中6名实习生对临床学习兴趣度不高,组间实习医师参与学习兴趣度对比差异有统计学意义(P<0.05)。观察组实习医师完成教学任务依从性总分(93.25±1.14)分,高于对照组实习医师的(89.24±1.35)分,包括资料收集与案例讨论及实践操作锻炼等任务依从性评分均高于对照组,差异有统计学意义(P<0.05)。观察组中1名实习医师对带教模式表示不满意,对照组中7名实习医师对带教模式不满意,组间满意度对比差异有统计学意义(P<0.05)。结论医院日常工作中,带教任务的重要性越来越受到关注,实习医师通过有效的临床学习可为后续实践工作奠定良好基础,而PBL教学模式有助于提升临床学习效果,同时也可有效提升实习医师参与学习依从性及兴趣度。
Objective To analyze the application effect of PBL teaching mode in clinical teaching of interns.Methods From January to December 2020 fifty internal medicine interns of hospital were selected as the observation objects,grouped according to random sampling method,the traditional teaching method teachers were included in the control group,and the PBL teaching mode instructors were included in the observation group,and the learning effects of different groups of interns were compared.Results The comprehensive ability score of the interns in the observation group was(92.05±1.17)points,which was higher than the(88.24±1.14)points of the interns in the control group,both theoretical and practical performances were higher than those of the interns in the control group,the difference was statistically significant(P<0.05).One interns in the observation group was not very interested in clinical learning,and 6 interns in the control group were not very interested in clinical learning,the difference in the comparison of interns'interest in participating in learning between the groups was statistically significant(P<0.05).The total score of compliance of the interns in the observation group in completing the teaching task was(93.25±1.14)points,which was higher than the(89.24±1.35)points of the interns in the control group,the task compliance scores including data collection,case discussion,and practical exercises were all higher than those of the control group,and the difference was statistically significant(P<0.05).One intern in the observation group was dissatisfied with the teaching mode,and 7 in the control group were not satisfied with the teaching mode,the difference in satisfaction between the groups was statistically significant(P<0.05).Conclusion In the daily work of the hospital,the importance of teaching tasks is getting more and more attention,and the interns can lay a good foundation for follow-up practical work through effective clinical learning.The PBL teaching model can help improve the clinical learning
作者
刘雪莲
黄玉茵
卓文玉
颜学梅
唐超
蒋显成
LIU Xuelian;HUANG Yuyin;ZHUO Wenyu;YAN Xuemei;TANG Chao;JIANG Xiancheng(Department of Science and Education,People's Hospital of Buyi and Miao Autonomous Prefecture,Southwest Guizhou,Xingyi,Guizhou Province,562400 China;Department of Nephrology,People's Hospital of Buyi and Miao Autonomous Prefecture,Southwest Guizhou,Xingyi,Guizhou Province,562400 China;Department of Neonatology,People's Hospital of Buyi and Miao Autonomous Prefecture,Southwest Guizhou,Xingyi,Guizhou Province,562400 China;Department of Ophthalmology,People’s Hospital of Buyi and Miao Autonomous Prefecture,Southwest Guizhou,Xingyi,Guizhou Province,562400 China;Department of Neurology,People's Hospital of Buyi and Miao Autonomous Prefecture,Southwest Guizhou,Xingyi,Guizhou Province,562400 China)
出处
《中国卫生产业》
2021年第26期14-17,22,共5页
China Health Industry
基金
2018年遵义医学院教育教学改革计划项目(XJJG2018-05-066)。
