摘要
目的 评估以问题为基础的学习(problem-based learning,PBL)教学法联合翻转课堂在住院医师规范化培训中的学习效果和接受度。方法 选择2021年10月—2022年7月滨州医学院附属医院住院医师规范化培训内科专业基地招收的在消化内科轮转的36名住培学员作为研究对象。将学员随机分为PBL联合翻转课堂教学组和传统教学组,每组18名。在轮转结束进行基础理论知识、临床病例分析和技能操作测验和满意度调查。结果PBL联合翻转课堂教学组的学员较传统教学组的出科考核成绩总得分更高,差异有统计学意义[(86.17±7.25)分vs.(80.65±5.87)分,P <0.05],临床病例评分的差异有统计学意义[(34.14±2.97)分vs.(30.01±4.88)分,P<0.001]。调查问卷中所有项目的得分PBL联合翻转课堂教学组均高于传统教学组,差异有统计学意义(P <0.05),学员对PBL教学法联合翻转课堂的教学方法满意度更高,差异有统计学意义(94.44%vs. 61.11%,P <0.05)。结论 PBL教学法联合翻转课堂有利于住院医师规范化培训学员提高临床思维和沟通能力,提升培训效果。
Objective To evaluate the learning effect and acceptability of problem-based learning(PBL)combined with flipped classroom in the standardized training of residents.Methods A total of 36 standardized training students of resident doctors in the gastroenterology department who were recruited from October 2021 to July 2022 in the Internal Medicine Professional base of the Resident Physicians in Binzhou Medical University Hospital were selected as the study objects.Students were randomly divided into the PBL combined with flipped classroom teaching group and the traditional lecture teaching group,with 18 students in each group.The same test including basic theoretical knowledge,clinical case analysis and skill operation and satisfaction questionnaire were administered at the end of the rotation.Results The total score of the examination results of leaving the department of students in PBL combined with flipped classroom teaching group was higher than that in the traditional teaching group,and the difference was statistically significant[(86.17±7.25)points vs.(80.65±5.87)points,P<0.05].In particular,the difference in clinical case analysis was statistically significant[(34.14±2.97)points vs.(30.01±4.88)points,P<0.001].The scores of all items in the questionnaire in PBL combined with flipped classroom teaching group were higher than those in the traditional lecture teaching group,the difference was statistically significant(P<0.05),and the students in residential training had higher satisfaction with PBL teaching method combined with flipped classroom,the difference was statistically significant(94.44%vs.61.11%,P<0.05).Conclusion The PBL teaching method combined with flipped classroom is beneficial to improve the clinical thinking and communication ability of resident physicians,and improve the training effect.
作者
巴莹
王雪敏
陈艳
王凯
刘晟
BA Ying;WANG Xuemin;CHEN Yan;WANG Kai;LIU Sheng(Department of Gastroenterology,Binzhou Medical University Hospital,Binzhou Shandong 256603,China;Department of Neurosurgery,Binzhou Medical University Hospital,Binzhou Shandong 256603,China)
出处
《中国继续医学教育》
2023年第24期85-89,共5页
China Continuing Medical Education
关键词
翻转课堂
基于问题的学习
临床实践教学
教学效果
住院医师
教育
flipped classroom
problem-based learning
clinical practice teaching
teaching effect
resident
education
