能力本位视角下混合教学模式在内科学住院医师规培中的应用

目的探讨能力本位视角下微信群联合基于案例教学法(CBL)混合教学模式在内科学住院医师规范化培训(规培)中的应用效果。方法选取在蚌埠医学院第一附属医院内科专业基地规培的规培学员60名，其中2019级30名，2020级30名。随机分为能力本位视角下微信群联合CBL混合教学模式组(观察组)和传统带教组(对照组)，每组30人。经过1学年的带教，对所有规培学员按能力本位教育下的要求进行教学效果考核，包括临床及理论知识考核，并对临床能力有无提高和规培学员进行满意度调查。结果观察组规培学员在临床病例分析能力和理论知识考核方面均优于对照组(P < 0.01)；观察组规培学员在对临床疾病的诊断能力、临床实际问题的解决能力、临床思维能力、诊疗方法的规范化选择能力和对病人的临床人文关怀能力5个方面均高于对照组(P < 0.05~P < 0.01)；观察组规培学员对带教的满意度93.3%优于对照组的73.33%(P < 0.05)。结论能力本位视角下微信群联合CBL混合教学模式能够激发规培学员的主动参与性，师生互动性好；能够提高规培学员的临床思维能力和独立解决临床实际问题的能力，从而更好地适应临床工作。

Application of mixed teaching mode in internal medicine resident training from the perspective of ability standard

ObjectiveTo explore the application effect of WeChat group combined with case-based learning(CBL) mixed teaching mode in The standardized training of internal medicine residents from the perspective of ability standard.MethodsThe 60 regular training students were selected from the internal medicine regular training base in The First Affiliated Hospital of Bengbu Medical College, including 30 students in grade 2019 and 30 in grade 2020.These students were randomly divided into WeChat group combined with CBL mixed teaching mode group (observation group) and traditional teaching group (control group) from the perspective of ability standard, 30 students in each group.After teaching for one academic year, the teaching effect of all training students was evaluated according to the requirements of the ability-based education, including the assessment of clinical and theoretical knowledge and the improvement of clinical ability, the satisfaction of regular training students was also investigated.ResultsThe clinical analysis ability and theoretical knowledge examination were improved in the regular training students from the observation group than those from the control group (P < 0.01).For these five aspects ability—the ability to diagnose clinical diseases, the ability to solve clinical practical problems, the ability of clinical thinking, the ability to standardize the selection of diagnosis and treatment methods and the ability of clinical humanistic care for patients, these abilities improvement in the regular training students from the observation group was better than those from the control group (P < 0.05 to P < 0.01).The teaching satisfaction of the regular training students in the observation group was also better than that in the control group (P < 0.05).ConclusionsThe mixed teaching mode of WeChat group combined with CBL from the perspective of ability standard can stimulate the active participation of these regular training students, and the interaction between teachers and students is good, it can improve the clinical thinking ability and independent solving clinical practical problems ability, so as to better adapt to clinical work.