摘要
目的 探讨基于问题学习的教学法(problem-based learning,PBL)结合基于案例(case-basedlearning,CBL)应用于麻醉医师掌握食道超声心动图技术(trans esophageal echocardiography,TEE)的效果。方法于2022年2月—2023年2月将广州医科大学附属第三医院40名麻醉医师分为试验组(CBL+PBL)和对照组基于授课的教学法(lecture-based learning,LBL)组,每组20名,试验组采取PBL结合CBL教学法,LBL组采取传统的讲授式给学员培训食道超声心动图技术。对比2组基础理论知识、操作技能、图像解读能力以及临床应用能力4个方面进行考核,培训完毕后并调查2组对教学方法的满意度。结果 试验组基础理论知识[(83.20±2.56)分]、技能操作能力[(81.90±2.20)分]、图像解读能力[(83.15±2.78)分]以及临床应用能力[(86.20±3.89)分]分数高于对照组基础理论知识[(72.45±2.32)分]、技能操作能力[(74.20±2.54)分]、图像解读能力[(73.20±2.09)分]以及临床应用能力[(73.29±1.40)分],差异有统计学意义(P <0.001)。相比对照组自我能力[(7.45±0.27)分]、教学形式[(7.39±0.23)分]、教学效果[(7.42±0.22)分],试验组自我能力[(8.50±0.28)分]、教学形式[(8.49±0.25)分]、教学效果[(8.55±0.26)分]对教学方法的总体满意度评分明显更高,差异有统计学意义(P <0.001)。结论 与LBL教学法相比,PBL结合CBL教学法可以更有效地帮助麻醉医师掌握食道超声心动图技术,提高麻醉医生对TEE的操作技能以及掌握TEE在围手术期的临床应用能力,且学员对PBL结合CBL教学法的满意度更高。
Objective To discuss the application of problem/case-based learning(PBL/CBL)and the traditional lecture-based learning(LBL)in the clinical teaching anesthesiologists Mastery of esophageal echocardiography.Methods From February 2022 to February 2023 a total of 40 anesthesiologists who were trained in the anesthesiology department of the Third Affiliated Hospital of Guangzhou Medical University were allocated into two groups according to the random number table method.The experimental group adopted PBL combined with CBL.The control group adopted LBL.Basic theoretical knowledge,operational skills,image interpretation ability and clinical application were compared.The assessment scores and teaching satisfaction of the two groups were compared.Results The scores of the basic theoretical knowledge test[(83.20±2.56)points],skill operation ability[(81.90±2.20)points],image interpretation ability[(83.15±2.78)points],and clinical application ability[(86.20±3.89)points]in the experimental group were higher than those in the control group[(72.45±2.32)points,(74.20±2.54)points,(73.20±2.09)points,(73.29±1.40)points],the difference were statistically significant(P<0.001).Compared with the control group,self-ability[(7.45±0.27)points],teaching form[(7.39±0.23)points],and teaching effect[(7.42±0.22)points],with self-ability[(8.50±0.28)points],teaching form[(8.49±0.25)points],teaching effect[(8.55±0.26)points],the overall satisfaction with teaching method in the experimental group was significantly higher,and the difference were statistically significant(P<0.001).Conclusion Compared with LBL method,PBL combined with CBL method can effectively improve the master degree of theoretical knowledge,improve the clinical operation skills of anesthesiology professional training doctors in learning TEE and master the clinical application ability of TEE in the perioperative period,and trainee have higher satisfaction with PBL combined with CBL teaching method.
作者
谭正玲
刘先保
陈涛
燕翼
周星星
石磊
朱珺琳
王寿平
TAN Zhengling;LIU Xianbao;CHEN Tao;YAN Yi;ZHOU Xingxing;SHI Lei;ZHU Junlin;WANG Shouping(Department of Anesthesiology,the Third Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510150,China;Department of Cardiology,the Third Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510150,China;Department of Gynecology,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510260,China;Department of Ultrasound Medicine,the Third Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510150,China)
出处
《中国继续医学教育》
2024年第6期54-58,共5页
China Continuing Medical Education
基金
广东省2021年度教育科学规划课题(高等教育专项)立项项目(2021GXJK302)
广东省教育科学“十三五”规划2020年度研究项目(2020GXJK360)
2020年广东省本科高校教学质量与教学改革工程建设项目(粤教高函[2020]19号)
广东省基础与应用基础研究基金项目(2021A1515220002)
广州市校(院)联合资助项目(202201020389)
广州市荔湾区科技计划项目(202201011)
广州地区临床高新、重大和特色技术项目(2023C-TS55)。
