摘要
目的探讨在规培生带教期间应用PBL+模拟门诊教学法的有效性。方法选取2018年1月—2020年12月34名规培生进行带教研究,随机分为常规组(采用传统教学法完成带教)和研究组(采用PBL+模拟门诊教学法完成带教),各17名。比较两组规培生带教满意度评分(带教能力评分、职业素质评分以及总体满意度评分)、规培效果评分(查体、问诊、态度、诊断、沟通、操作、整体)。结果研究组带教能力评分(90.28±4.29)分、职业素质评分(91.67±5.25)分以及总体满意度评分(91.67±5.25)分均高于常规组带教能力评分(80.23±5.13)分、职业素质评分(81.42±4.21)分以及总体满意度评分(80.66±2.56)分,差异有统计学意义(P<0.05);研究组查体(92.25±2.25)分、问诊(92.39±3.15)分、态度(91.55±4.25)分、诊断(92.36±4.26)分、沟通(93.73±5.25)分、操作(92.88±4.25)分、整体(92.25±2.29)分均高于常规组查体(80.22±3.13)分、问诊(81.28±4.28)分、态度(81.35±5.13)分、诊断(81.35±5.13)分、沟通(82.21±4.29)分、操作(81.25±5.18)分、整体(81.66±2.28)分,差异有统计学意义(P<0.05)。结论PBL+模拟门诊教学法有效应用,可于带教能力、职业素质以及总体满意度几方面显著提高规培生带教满意度;于查体、问诊、态度、诊断、沟通、操作、整体等方面显著提升规培带教效果,促进规培生综合素质显著提升。
Objective To explore the effectiveness of applying PBL+simulated outpatient teaching method during the teaching period of regular trainees.Methods Selected of 34 regular trainees from January 2018 to December 2020 for teaching research.They were randomly divided into the conventional group(the traditional teaching method was used to complete the teaching)and the research group(the PBL+simulated outpatient teaching method was used to complete the teaching),with 17 people in each group.The two groups were compared with the scores of teaching satisfaction(teaching ability score,professional quality score,and overall satisfaction score),and the score of the training effect(physical examination,inquiry,attitude,diagnosis,communication,operation,and overall)between the two groups.Results The teaching ability score(90.28±4.29)points,the professional quality score(91.67±5.25)points and the overall satisfaction score(91.67±5.25)points in the reseach group were higher than those of the conventional group in terms of teaching ability score(80.23±5.13)points,professional quality score(81.42±4.21)points and overall satisfaction score(80.66±2.56)points,the difference was statistically significant(P<0.05).The research group's physical examination(92.25±2.25)points,consultation(92.39±3.15)points,attitude(91.55±4.25)points, diagnosis(92.36±4.26)points, communication(93.73±5.25)points, and operation(92.88±4.25)points, overall(92.25±2.29)points were higher than those of the conventional group in physical examination(80.22±3.13)points, consultation(81.28±4.28)points, attitude(81.35±5.13)points, diagnosis(81.35±5.13)points, communication(82.21±4.29)points, operation(81.25±5.18)points, overall(81.66±2.28)points, the difference was statistically significant(P<0.05). Conclusion The effective application of PBL+ simulated outpatient teaching method can significantly improve the teaching satisfaction of regular trainees in terms of teaching ability, professional quality and overall satisfaction. In physical examination
作者
邹薇薇
张天然
黄星
李霄麟
芦家奇
王文文
王静
ZOU Weiwei;ZHANG Tianran;HUANG Xing;LI Xiaolin;LU Jiaqi;WANG Wenwen;WANG Jing(Department of Radiological Diagnosis,Second Affiliated Hospital of Naval Medical University,Shanghai,200003 China;Department of Orthopaedic Oncology,Second Affiliated Hospital of Naval Military Medical University,Shanghai,200003 China)
出处
《中国卫生产业》
2022年第1期197-200,共4页
China Health Industry
关键词
PBL
模拟门诊教学法
规培生
带教
满意度
教学效果
PBL
Simulated outpatient teaching method
Gauge pearson
Teaching
Satisfaction
Teaching effect
