沉浸式PBL模式在血液净化血管通路教学中的效果

目的评价沉浸式基于问题的学习(PBL)模式在血液净化血管通路教学中的效果。 方法研究对象为2019年9月至2021年9月贵州省各地医院参加血液净化血管通路培训的各级专科医生，前4期学员采取传统教学模式为对照组，后4期学员采用沉浸式PBL教学模式为研究组。培训结束后从理论知识、技能、满意度、评判性思维能力和带教老师自评方面进行考核。 结果与对照组相比，研究组的理论知识分数、临床操作技能分数，对培训的形式、规模、带教老师知识储备、培训效果的满意度，以及在寻求真相、求知欲、认知成熟度、系统化能力、分析能力及评判性思维能力方面的总分均增高(P<0.05)。此外，研究组的教师在培训场景、适时提问和讨论、操作规范性、有效考核评估以及突击应变能力方面的自评分数亦显著高于对照组(P<0.05)。 结论沉浸式PBL教学模式可以使血液净化血管通路培训的学员及带教老师在专业知识及实践操作能力方面得到进一步提升，值得推广。

Effect of immersive PBL mode in the teaching of blood purification vascular access

ObjectiveTo evaluate the effect of immersive problem-based learning (PBL) mode in the teaching of blood purification vascular access. MethodsThe subjects of the study were specialist doctors at all levels who participated in blood purification vascular access training from hospitals across Guizhou Province from September 2019 to September 2021. The first 4 stages of students who adopted the traditional teaching mode were as the control group, while the latter 4 stages of students who adopted the immersive PBL teaching mode were as the test group. After the training, the students were assessed in terms of theoretical knowledge, skills, degree of satisfaction, critical thinking ability, and teacher self-assessment. ResultsCompared with the control group, the test group showed higher scores in the theoretical knowledge and clinical operational skills, as well as in the satisfaction with the training form, the training scale, the knowledge reserve of teachers, and the training effect (P<0.05). The total scores in the truth-seeking, intellectual curiosity, cognition maturity, systematic ability, analytical ability, and critical thinking ability were also higher in the test group than in the control group (P<0.05). In addition, the teachers of the test group also scored significantly higher than those of the control group in terms of training scenarios, timely questions and discussions, operational standardization, effective assessment, and the ability to respond to emergencies(P<0.05). ConclusionThe immersive PBL teaching mode can further improve the professional knowledge and practical operation ability of both the trainees and the teachers in blood purification vascular access training, which is worthy of promotion.