以“住-专一体化”为导向的分级带教模式在口腔颌面外科基地的实践研究

目的 以上海交通大学医学院附属第九人民医院口腔颌面外科基地为研究对象,探索“住-专一体化”分级带教模式在口腔颌面外科住培与专培中的实践效果。方法 在2022年6月至2023年4月期间,共计入组学员144名,其中试验组（住培72人、专培16人）和对照组（住培72人、专培16人）。分别采用传统模式与“住-专一体化”分级带教模式制订临床及学习任务,并记录学员在理论考核和自我评估中的表现。采用 SPSS 23.0进行t 检验。结果 “住-专一体化”分级带教模式在理论考核和学员自我评估中均取得了明显的效果。专培学员中,试验组（84.56±4.05）与对照组（81.13±2.78）之间分数差异具有统计学意义（P<0.05）。住培学员中,试验组（84.74±4.85）相对于对照组（82.10±4.34）表现更好,组间差异具有统计学意义（P<0.01）。自我评估问卷结果显示,试验组学员在多项自评指标中的积极评价比例高于对照组。结论 本研究的结果表明,“住-专一体化”分级带教模式为口腔颌面外科住培与专培教育提供了一种有效的教学模式。该模式有助于提高学员学科兴趣、促进临床实践能力,并为我国医学教育提供有益经验和未来发展方向。

Implementation of a hierarchical teaching model guided by "residency-specialty integration" in the training base of oral and maxillofacial surgery

Objective To investigate the effectiveness of a hierarchical teaching model guided by "residency-specialty integration" in residency training and specialty training of oral and maxillofacial surgery with the training base of oral and maxillofacial surgery in Shanghai Ninth People''s Hospital, Shanghai Jiao Tong University School of Medicine, as the research subject.Methods A total of 144 trainees receiving residency training and 32 receiving specialist training were enrolled from June 2022 to April 2023 and were divided into experimental group and control group, with 72 trainees receiving residency training and 16 receiving specialist training in each group. Clinical and learning tasks were designed using the traditional model for the control group and the hierarchical teaching model guided by "residency-specialty integration" for the experimental group, and the performance of trainees in theoretical assessments and self-evaluations was recorded. SPSS 23.0 was used to perform the t-test.Results The hierarchical teaching model guided by "residency-specialty integration" achieved a significant effect in both theoretical assessments and self-evaluations of the trainees. As for the trainees receiving specialty training, there was a significant difference in the score of theoretical assessment between the experimental group and the control group (84.56±4.05 vs. 81.13±2.78, P<0.05), and as for the trainees receiving residency training, there was also a significant difference in this score between the experimental group and the control group (84.74±4.85 vs. 82.10±4.34, P<0.01). The results of self-assessment questionnaire showed that compared with the control group, the experimental group had a higher proportion of trainees giving positive evaluations of various indicators.Conclusions This study suggests that the hierarchical teaching model guided by "residency-specialty integration" provides an effective teaching model for residency training and specialty training of oral and maxillofacial surgery, and this model may help to enhance disciplinary interests and promote clinical practice abilities, thereby providing valuable insights for future medical education in China.