摘要
目的 探讨PBL联合临床病理讨论教学模式在肾内科住院医师规范化培训肾病病理教学中的应用效果,以进一步提高教学质量。方法 选取2022年1月1日-2023年3月31日在某院肾内科轮转的内科基地住院医师共53名作为研究对象,根据肾病病理教学模式的不同分为PBL组(n=21)和PBL联合临床病理讨论组(n=32),培训结束后进行理论知识考核、自我评价评分(包括肾病病理掌握程度、解读病理报告能力、临床应用能力、医患沟通能力、学习兴趣评分)及问卷教学满意度调查,比较2组教学效果。结果 PBL联合临床病理讨论组住院医师的理论考核成绩显著高于PBL组(87.8±2.1分与83.1±2.0分),差异有统计学意义(P<0.05)。PBL联合临床病理讨论组住院医师在肾病病理掌握程度(7.38±0.94分)、解读病理报告能力(7.47±1.02分)、临床应用能力(7.88±0.66分)、医患沟通能力(8.06±0.56分)、学习兴趣(7.94±0.80分)5个方面的自我评价评分均显著高于PBL组,差异有统计学意义(P<0.05)。PBL联合临床病理讨论组的总体教学满意度为100.0%,非常满意比例显著高于PBL组(90.6%与61.9%,P<0.05)。结论 PBL联合临床病理讨论教学模式有助于提高肾内科住院医师的肾病病理教学质量,值得推广应用。
Objectives To investigate the application effect of PBL combined with clinical pathological conference teaching method in renal pathology teaching for resident physicians,so as to further improve the quality of teaching.Methods A total of 53 resident physicians who were trained in the department of nephrology of a hospital from January 1st,2022 to March 31st,2023 were selected as the subjects of study.They were divided into the PBL teaching group(n=21)and PBL combined with clinical pathological conference teaching group(n=32)according to the different models of renal pathology teaching.After training,theoretical examination results,resident physicians’satisfaction survey,and self-evaluation scores,which included the degree of mastering renal pathology,the ability of interpreting renal pathology reports,clinical application ability,physician-patient communication ability and learning interest,were used to evaluate the teaching effects of the two groups.Results The theoretical examination results of the PBL combined with clinical pathological conference group were significantly higher than those of the PBL group[(87.8±2.1]vs.(83.1±2.0),P<0.05].The PBL combined with clinical pathological conference group scored higher than the PBL group in the five aspects of self-evaluation including the degree of mastering renal pathology(7.38±0.94),the ability of interpreting renal pathology reports(7.47±1.02),clinical application ability(7.88±0.66),physician-patient communication ability(8.06±0.56),and learning interest(7.94±0.80).The differences were statistically significant(P<0.05).The overall satisfaction rate of the PBL combined with clinical pathological conference teaching group was 100.0%,with the“very satisfied”proportion significantly higher than that of the PBL teaching group(90.6%vs.61.9%,P<0.05).Conclusions PBL combined with clinical pathological conference teaching method could improve the quality of renal pathology teaching and was worth popularizing.
作者
周思佳
王松
王悦
刘海静
史均宝
Zhou Sijia;Wang Song;Wang Yue;Liu Haijing;Shi Junbao(Department of Nephrology,Peking University Third Hospital,Beijing 100191,China;不详)
出处
《中国病案》
2024年第2期92-94,112,共4页
Chinese Medical Record
关键词
教学法
PBL
临床病理讨论
肾内科
教学效果
Teaching method
PBL
Clinical pathological conference
Department of nephrology
Teaching effect
