摘要
目的探讨角色扮演联合四步教学法对提升儿科规培医师综合素质的效果。方法选取2019年9月至2020年9月我院儿科规培医师共56名,随机将其分为对照组和观察组,每组28名。对照组应用四步教学法,观察组应用角色扮演联合四步教学法。比较两组的干预效果。结果教学1年后,观察组的理论考核、技能操作考核得分均明显高于对照组,差异具有统计学意义(P<0.05)。观察组的教学满意度、教师的教学评价得分均明显高于对照组,差异具有统计学意义(P<0.05)。结论儿科规培医师的临床教学中,角色扮演联合四步教学法不仅能够巩固其理论知识,还能提高临床技能操作水平。
Objective To discuss the effect of role-playing combined with four-step teaching method in improving the comprehensive quality of pediatric standardized trainees.Methods A total of 56 pediatric standardized trainees in our hospital from September 2019 to September 2020 were selected and randomly divided into control group and observation group,with 28 members in each group.The control group applied the four-step teaching method,and the observation group applied the role-playing combined with four-step teaching method.The intervention effects of the two groups were compared.Results After 1 year of teaching,the scores of theory assessment and skill operation assessment of the observation group were significantly higher than those of the control group,and the differences were statistically significant(P<0.05).The teaching satisfaction and teachers'teaching evaluation score in the observation group were significantly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion In the clinical teaching of pediatric standardized trainees,role-playing combined with four-step teaching method can not only consolidate theoretical knowledge,but also improve clinical skills.
作者
孟颜
李颖
张艳
夏宇
王友军
MENG Yan;LI Ying;ZHANG Yan;XIA Yu;WANG Youjun(Pediatrics Department,the Fifth Affiliated Hospital of Zhengzhou University,Zhengzhou 450000,China)
出处
《临床医学研究与实践》
2023年第36期183-186,共4页
Clinical Research and Practice
基金
2020年河南省医学教育研究项目(联合共建)(No.Wjlx2020099)。
关键词
角色扮演法
四步教学法
儿科规培医师
role-playing method
four-step teaching method
pediatric standardized trainee
