摘要
目的探讨微课堂联合以临床病例为基础的学习(case based learning,CBL)混合式教学用于神经内科临床带教对带教质量及满意度的影响。方法选取2020年1月—2022年1月在潍坊医学院附属医院神经内科进行住院医师规范化培训的82名学员作为研究对象,按照带教方式的不同分为观察组(采用微课堂联合CBL混合式教学带教)41名与对照组(采用传统带教模式带教)41名。观察2组住培带教后的教学质量,考核成绩,临床思维能力,学习动机、学习满意度,综合能力评分。结果带教后,观察组语言表达、师生沟通、教学氛围评分高于对照组,学习难度低于对照组,差异有统计学意义(P<0.05)。带教后,观察组的理论考核与技能操作考核成绩均高于对照组,差异有统计学意义(P<0.05)。带教后,观察组的胜任需求、自主需求、归属需求、学习满意度评分高于对照组,差异有统计学意义(P<0.05)。带教后,观察组的评判性思维能力、系统性思维能力和循证性思维能力评分均高于对照组,差异有统计学意义(P<0.05)。带教前,2组的查阅资料能力、临床操作能力、自学能力、口头表述能力、协作能力比较差异无统计学意义(P>0.05);带教后,观察组的查阅资料能力、临床操作能力、自学能力、口头表述能力、协作能力评分均高于对照组,差异有统计学意义(P<0.05)。结论微课堂联合CBL混合式教学用于神经内科临床带教能够提高教学质量,提高考核成绩以及临床思维能力,改善学习动机,提升学习满意度,提高综合能力评分。
Objective To explore the influence of micro classroom combined with case based learning(CBL)hybrid teaching on the quality and satisfaction of clinical teaching in neurology.Methods A total of 82 resident trainees studying in the Department of Neurology of the Affiliated Hospital of Weifang Medical College from January 2020 to January 2022 were selected as the research objects.According to different teaching methods,they were divided into the observation group(using micro-classroom combined with CBL mixed teaching and teaching)and the control group(using traditional teaching and teaching mode),41 people.The teaching quality,assessment results,clinical thinking ability,learning motivation,learning satisfaction and comprehensive ability score of the two groups were observed.Results After teaching,the scores of language expression,teacher-student communication and teaching atmosphere in the observation group were higher,and the learning difficulty was lower(P<0.05).After teaching,the test scores of the observation group were higher(P<0.05).After teaching,the scores of competency need,autonomy need,belonging need and learning satisfaction of the observation group were higher(P<0.05).After teaching,the scores of critical thinking ability,systematic thinking ability and evidence-based thinking ability of the observation group were higher(P<0.05).Before teaching,there were no differences in data searching ability,clinical operation ability,self-learning ability,oral expression ability and collaboration ability between the two groups(P<0.05).After teaching,the scores of data searching ability,clinical operation ability,self-learning ability,oral expression ability and cooperation ability of the observation group were higher(P<0.05).Conclusion The micro-classroom combined with CBL hybrid teaching mode in clinical teaching of neurology can improve the teaching quality,improve the examination results and clinical thinking ability,improve learning motivation,enhance learning satisfaction,and improve the comprehensive ability
作者
孙家栋
SUN Jiadong(Department of Neurology,Affiliated Hospital of Weifang Medical University,Weifang Shandong 261041,China)
出处
《中国继续医学教育》
2024年第4期82-87,共6页
China Continuing Medical Education
关键词
微课堂
以问题为基础教学法
神经内科
带教质量
临床思维能力
学习动机
micro-classroom
problem based teaching method
internal medicine-neurology
teaching quality
clinical thinking ability
learning motivation
