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目的:探讨眼科住院医师规范化培训中不同教学模式的培训效果.方法:将60名于2015-01/2016-06在我中心进行住院医师规范化培训的住院医师随机平均分为讲授式教学(Lecture-Based Learning,LBL)、基于问题教学(Problem-Based Learning,PBL)和基于团队教学(Team-Based Learning,TBL)共三组,教学前后进行考核,对比考核成绩的变化.结果:教学后各组的成绩均有提高,TBL组成绩优于LBL组(P<0.001)和PBL组(P<0.001).亚组分析显示LBL可提高研究对象的基础知识(LBL vs PBL,P=0.002;LBL vs TBL,P=0.001);TBL有助于强化研究对象的临床思维能力(TBL vs LBL,P<0.001;TBL vs PBL,P<0.001).结论:TBL有助于强化培训对象的临床思维能力、提高眼科住院医师规范化培训的质量,其更适用于眼科住院医师规范化培训. 相似文献
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目的:通过描述贵州地区眼科住院医师规范化培训概况,以遵义医学院附属医院眼科为例具体分析评价培训内容及效果。方法:统计该地区眼科规陪学员的专业能力、就业情况、存在问题等现状,提出贵州省住院医师规范化培训保障机制的对策及建议。结果:自2006/2011年该地区共计培训学员16名,顺利毕业仅1名。结论:该地区眼科规培学员临床能力大幅提高,但保障政策是学员放弃培训的主要原因。建议医学本科生尽早考研,缩短教育成本。 相似文献
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目的:了解眼科住院医师在规范化培训期间的科研培训现状及需求,为今后开展住院医师科研能力相关课程提供科学依据。方法:采用横断面调查的方式,在2021年7月间对北京大学第三医院眼科中心42名住院医师进行问卷调查,对结果进行数据分析。从科研现状、科研能力及科研需求3个方面来进行分析,其中科研能力通过常规科研技能掌握程度和软件的使用情况来评分,最后将各项得分汇总得到的分数为科研能力得分。对科研现状及可能能力得分进行了相关分析,其他数据按数据类型选择对应的分析方法。结果:共42名北京大学第三医院住院医师参与了问卷调查,其中男20名,女22名,平均年龄25岁。有90.5%的住院医师参与过科研工作,而科研内容主要来自及导师布置(90.5%)。只有14.3%的住院医师具备良好的科研能力(科研能力得分在18分及以上)。此外,有92.9%的住院医师认为临床研究有助于临床技能的理解,97.6%的参与者认为非常有必要进行临床研究方法的继续教育培训。结论:眼科住院医师科研能力普遍偏低,目前的规范化培训不能满足住院医师科研能力培养的需求,在课程设计及内容安排上需要更广泛更具实际意义的拓展。 相似文献
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进修医师培训是我国当前继续医学教育的一种重要形式,有效地推动和提升了广大基层医疗单位执业医师的业务能力和服务水平。结合眼科专业特点和进修医师培训中的实践,探讨眼科进修医师的培养规范。对目前眼科进修医师培训的现状和新变化进行分析,为进一步提高培养质量提出建议。各级行政主管部门和临床教学医院应该充分利用自身的优势将培训制度化、专业化和标准化。将职称晋升与进修培训挂钩,突出临床核心能力的培养,严格考核制度,培训结束后能够将规范化的诊疗指南和技术推广,有利于缓解目前医疗需求和改革中的困难。 相似文献
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眼科住院医师规范化培训(以下简称“规培”)是培养眼科医师的必要环节。我国规培模式日臻成熟,但眼科规培过程管理中仍存在诸多问题,包括专科医院和综合医院的规培协调问题、师资激励、规培学员类型多样、研究生和规培“双轨制”、如何开展显微手术技能培训等,很多具体方案和措施仍在摸索中。眼科专科医院学科体系建设相对完善,配备更充足的教学资源,有一定的规培经验,是眼科规培的主力军。汕头国际眼科中心结合国家要求创建了一套规培模式,注重规范化、标准化和个性化相结合,并通过借鉴香港及海外住院医师培训经验,丰富理论培训形式,优化操作培训环境,突出外语和科研能力训练,强调系统性临床思维。本文基于汕头国际眼科中心五年来开展眼科规培的实践经验与思考,总结当前眼科专科医院规培现状,并提出对策和建议。 相似文献
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目的:探讨督导式教学门诊在眼科住院医师规范化培训中的具体实践和教学效果。方法:通过合理排班、限制号源等措施设立每周固定的督导式教学门诊时间,安排老师和学员出诊;在教学门诊开展4个月后,通过问卷调查和临床技能考核的形式采集反馈意见并评估教学效果。结果:共有16名老师和8名学员参加了督导式教学门诊,调查问卷结果显示100%的带教老师和学员认可该教学模式,参加过教学门诊的学员临床技能考核得分显著高于对照组(t=3.631,P <0.0 5)。结论:督导式教学门诊应用于眼科住院医师规范化培训具有实际可行性,并可以提高学员的临床技能水平。 相似文献
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目的 探讨课程思政教育融入眼科规范化培训中的实践结果和影响因素。设计 回顾性教学研究及问卷调查。研究对象 2010年6月至2019年6月57位在上海市第六人民医院眼科规培的医师。方法 采用问卷调查量表评价课程思政融入规范化培训结果和影响因素。问卷量表包括6个问题及5个影响规范化培训课程思政教育效果的因素。每个问题分为5个等级,评为1~5分。主要指标 问卷评分。结果 规范化培训医师对课程思政教育看法6个问题的问卷结果:是否有助于提高处理医患关系能力4.89分,影响课程思政教育因素3.04分,医院开展情况2.28分,医院开展形式是否多样化2.18分,规培医师参加次数3.18分,开展课程思政有无困难1.81分。影响规范化培训课程思政教育效果的5个因素的调查结果:89.50%的规范化培训医师认为课程思政实践环节少,82.50%认为思政教育整体素质在思政教学效果中的影响作用大,17.50%认为社会等环节在课程思政教育中的影响作用大,57.90%认为医院的党政领导不够重视在课程思政教育中的影响作用大,仅3.5%的规范化培训医师认为医院现有课程思政教育手段单一。结论 已经开展的课程思政教育实践有助于规培化培训医师人文素养及处理医患关系能力的提高,影响课程思政教育效果的主要因素是课程思政实践环节少,思政教育整体素质也是影响课程思政教育效果的主要因素之一。(眼科, 2020, 29: 405-408) 相似文献
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继续医学教育贯穿于医者的终身职业生涯,是医务人员不断提高自身业务水平的关键。然而,目前眼科继续医学教育仍面临对象多样性、内容复杂性、形式化突出、知识技术更新快、多学科交叉及青年医生手术培养困局等难题。正面与反面教育结合、人文与专业教育结合、理论与实践教育结合、国内与国外教育结合、听课与授课教育结合、公益与商业模式结合、科室与小组模式结合、传统与新兴模式结合、医生与医技护理结合,是我们在眼科继续医学教育中进行的初步探索。(眼科, 2014, 23: 351-354) 相似文献
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Aims:
The aim was to analyze the learning curve of phacoemulsification (phaco) performed by residents without experience in performing extra-capsular cataract extraction (ECCE) in a step-by-step training program (SBSTP).Materials and Methods:
Consecutive surgical records of phaco performed from March 2009 to Sept 2011 by four residents without previous ECCE experience were retrospectively reviewed. The completion rate of the first 30 procedures by each resident was calculated. The main intraoperative phaco parameter records for the first 30 surgeries by each resident were compared with those for their last 30 surgeries. Intraoperative complications in the residents’ procedures were also recorded and analyzed.Results:
A total of 1013 surgeries were performed by residents. The completion rate for the first 30 phaco procedures was 79.2 ± 5.8%. The main reasons for halting the procedure were as follows: Anterior capsule tear, inability to crack the nucleus, and posterior capsular rupture during phaco or cortex removal. Cumulative dissipated energy of phaco power used during the surgeries was significantly less in the last 30 cases compared with the first 30 cases (30.10 ± 17.58 vs. 55.41 ± 37.59, P = 0.021). Posterior capsular rupture rate was 2.5 ± 1.2% in total (10.8 ± 4.2% in the first 30 cases and 1.7 ± 1.9% in the last 30 cases, P = 0.008; a statistically significant difference).Conclusion:
The step-by-step training program might be a necessary process for a resident to transit from dependence to a self-supported operator. It is also an essential middle step between wet lab training to performing the entire phaco procedure on the patient both effectively and safely. 相似文献13.
Sushma Tejwani Somasheila I Murthy Chandra Sekhar Gadudadri Ravi Thomas Praveen Nirmalan 《Indian journal of ophthalmology》2010,58(4):340-343
A cohort study was performed to assess the impact of an intensive, hands-on, supervised training program in ophthalmic clinical evaluation, for ophthalmology residents and private practitioners. All students underwent one-month training in comprehensive ophthalmology examination and investigations at a tertiary care center between January 2004 and January 2006. The training methodology included didactic lectures, video-demonstrations and hands-on training. The participants completed a self-assessment with a set of 23 questions designed to assess the level of confidence in various skills on the first and last day of the training. Of a total of 118 students, 67 (56.8%) were residents and 51 (43.2%) were practitioners. The mean score pre-training was 38.3 out of 92 (S.D. ±16.9), and was 70.6 out of 92 (S.D.± 10.1) post-training. The mean increase in the scores was 32.3 (P value < 0.001). We concluded that intensive, short-term training programs could improve the self-perceived level of confidence of ophthalmology residents and practitioners. 相似文献
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Australian medicine and ophthalmology both began as extensions of British traditions. With growing financial and national independence, they have acquired indigenous strength and characteristics. An original triumvirate of medical schools launched a century ago have been augmented by seven additional schools, particularly since World War II. Both general medical and specialty education are now well obtainable in Australia. The quality of ophthalmology is high and research has been moving upward since World War II. New buildings are replacing old. The organization of registrars (residents) is blending with that of union-type workers and reflects widespread though locally autonomous unions in almost every field of endeavor. Canberra and the National University are recent major additions to cultural and scientific affairs of Australia. The Royal Flying Doctors Service has since 1928 cast an increasingly effective “mantle of safety” over the outback. Reductions in federal funds and student numbers have paralleled similar occurrences in the U.S. in the 1980s. Geriatric ophthalmology has made a major step forward and the organization of examinations and policing of medicine have been greatly strengthened in the past decade. 相似文献
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目的 评价EYESI双目间接检眼镜模拟训练系统(简称EYESI系统)作为眼科住院医师眼底检查技能培训方法和考核手段的有效性。设计 比较性教学研究。研究对象 眼科在岗住院医师20人。方法 根据学习间接检眼镜的时间,将20名住院医师分为0组、1月组、3月组和6月组,利用EYESI系统对各组进行间接检眼镜操作技巧、眼底绘图技巧的考核,比较组间得分差异,评价EYESI系统作为考核手段的有效性。选10名住院医师随机分2组,分别利用EYESI系统、传统实践方法进行培训,比较两组在操作、眼底绘图方面的提高情况,评价EYESI系统作为培训方法的有效性。主要指标 操作技巧指标:检查时长,光暴露时长,总分;眼底绘图技巧指标:绘图时长、光暴露时长、绘图精确性、总分。结果 0组住院医师检查时长最长(1359.25±729.82)s,其他组随使用经验增加检查时长逐渐缩短,3月组(553.67±87.37)s、6月组(489.40±107.16)s与0组差异显著(P=0.026,0.009)。0组光暴露时长最长(442.00±188.79)s,其他三组均与0组有显著差异(P=0.018,0.011,0.006),但总分差异不明显;绘制眼底图时长随间接检眼镜使用经验的增加而逐渐递减,0组最长(1860.50±188.80)s,6月组最短(968.75±336.58)s,差异显著(P=0.026);绘图光暴露时长、精确度和总分组间差异不显著。经EYESI系统培训后,住院医师的检查时长由(1226.67±832.76)s降低为(761.00±307.32)s,缩短幅度为(30.58%±19.22%);绘图时长由(1001.00±507.72)s降为(667.00±333.75)s,缩短幅度为(33.90%±1.46%);精确度由81.28%±3.50%提升为88.88%±1.45%;增长幅度为9.41%±2.93%。经传统实践培训后,住院医师的检查时长由(765.00±306.92)s降低为(595.67±158.71)s,缩短幅度为(19.09%±12.87%);绘图时长由(1810.00±424.08)s降低为(1429.67±180.47)s,缩短幅度(19.40%±10.40%);绘图精确度由75.13%±11.29%提升为81.62%±10.31%,增长幅度为(15.59%±12.26%)。结论 EYESI系统作为眼科住院医师学习间接检眼镜的考核和培训平台具有高效、精确的特点。 相似文献