| CBL、PBL联合模拟培训教学模式在胸心外科住院医师规范化培训教学中的应用 |
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| 引用本文： | 张雷,唐震,梁冰,李小军,贡会源,王彪. CBL、PBL联合模拟培训教学模式在胸心外科住院医师规范化培训教学中的应用[J]. 中华全科医学, 2017, 15(7): 1233-1235. DOI: 10.16766/j.cnki.issn.1674-4152.2017.07.042 |
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| 作者姓名： | 张雷 唐震 梁冰 李小军 贡会源 王彪 |
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| 作者单位： | 1. 蚌埠医学院第一附属医院胸外科, 安徽 蚌埠 233004; |
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| 基金项目： | 安徽省省级质量工程项目（2015jyxm206） |
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| 摘 要： | 目的 探讨案例教学法(case based learning,CBL)、以问题为导向的教学法(problem based learning,PBL)联合模拟培训的教学模式在胸心外科临床规培学员教学中的应用效果。 方法 以2013年9月—2016年10月32名在蚌埠医学院第一附属医院胸心外科进行住院医师规范化培训的医师为研究对象,均为男性,年龄23~33岁;本科20人,硕士12人。将传统教学模式(lecture based learning,LBL)设为对照组,CBL、PBL联合模拟培训的教学模式设为研究组。将32名规培学员采用随机数字表法分为研究组和对照组各16名,研究组平均年龄为(27.94±2.93)岁;对照组平均年龄为(28.00±3.67)岁。对比分析2组学员在胸心外科规范化培训结束时出科的理论笔试、技能操作、临床病例分析成绩以及学员对教学的满意度。 结果 2组学员在年龄、学历、入科前的理论考试成绩等方面差异均无统计学意义(P>0.05)。研究组学员的理论笔试、技能操作、病例分析成绩分别为(88.69±2.41)分、(89.50±2.37)分、(85.06±2.38)分;对照组分别为(77.25±2.65)分、(79.31±2.21)分和(77.19±1.52)分。研究组学员对教学效果的总体教学满意度为93.75%;对照组为56.25%。研究组学员在理论笔试、技能操作、临床病例分析成绩以及对教学的满意度明显优于对照组(P<0.05)。 结论 在胸心外科的住院医师规范化培训教学中应用CBL、PBL联合模拟培训的教学模式,可以显著提高学员的理论成绩及动手能力,值得广泛推广。
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| 关 键 词： | 教学 案例教学法 以问题为导向的教学法 模拟培训 住院医师规范化培训 胸心外科 |
| 收稿时间： | 2017-01-04 |
Application of CBL and PBL combined with simulated training method in the teaching of clinical resident physician in cardiothoracic surgery department |
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| Affiliation: | 1. Department of Thoracic Surgery, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China |
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| Abstract: | Objective To explore application effects of CBL (case based learning) and PBL (problem based learning) combined with simulated training in regular clinical training and teaching of cardiothoracic surgery learners. Methods A total of 32 physicians (male cases) receiving standard resident doctor training in cardiothoracic surgery department of the First Affiliated Hospital of Bengbu Medical College from September, 2013 to October, 2015 were selected as the research object, aged from 23 to 33 years old with 20 undergraduates and 12 postgraduates.Randomly, 16 cases were chosen as the research group receiving CBL and PBL combined with simulated training, and 16 as the control group receiving the traditional LBL (Lecture-Based Learning).The mean age of the study group was 27.94 ±2.93, and the mean age of the control group was 28.00 ±3.67.After learners of the two groups finished their training, their theoretical test results, practical operations, clinical case analysis performance and satisfaction degree of teaching were compared. Results There was no significant difference between the two groups in age, education background, and the theoretical test scores before admission.The score of theoretical test results, operational abilities and case analysis results in the research group were 88.69 ±2.41, 89.50 ±2.37 and 85.06 ±2.38, and those in control group were 77.25 ±2.65, 79.31 ±2.21 and 77.19 ±1.52.The teaching satisfaction rate in the research group was 93.8%, while that in the control group was 56.25%.Learners' theoretical test results, technical operations, case analysis performance and satisfaction degree of teaching in the research group were significantly higher than those in the control group (P < 0.05). Conclusion CBL and PBL combined with simulated training could significantly improve learners' theoretical test results and operational abilities of cardiothoracic surgery learners, so it is worth further promotion. |
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