基于分级理论下的带教方案对检验科实习生带教质量的影响

目的 探讨基于分级理论下的带教方案对检验科实习生带教质量的影响。方法 筛选2018年9月—2020年9月我院检验科实习生82名作为观察对象，将其按照实习时间先后顺序分为对照组（n=41,2018年9月—2019年8月实习）和观察组（n=41,2019年9月—2020年9月实习），对照组实施常规带教方案，观察组实施基于分级理论下的带教方案。比较两组实习生理论考试成绩、实践操作考核成绩、带教老师教学能力评价和临床实践教学满意度。结果 实习前两组理论考试各项成绩、实践操作考核各项成绩比较，差异无统计学意义（P> 0.05）；实习后观察组理论考试各项成绩、实践操作考核各项成绩得分均高于对照组，差异有统计学意义（P <0.05）。观察组实习生对带教老师教学能力评价各项得分均高于对照组，差异有统计学意义（P <0.05）；观察组临床实践教学满意度97.56%高于对照组的82.93%，差异有统计学意义（P <0.05）。结论 采用基于分级理论下的带教方案对检验科实习生进行带教，可以提高检验科实习生的理论考试成绩和实践操作考核成绩，利于检验科带教老师教学能力的提升和实习生临床实...

The Influence of the Teaching Plan Based on the Classification Theory on the Teaching Quality of Clinical Interns

Objective To explore the impact of the teaching plan based on the grading theory on the quality of the teaching of clinical interns.Methods Screen 82 interns from the laboratory of our hospital from September 2018 to September 2020 as observation objects,and divide them into the control group according to the order of internship time(n=41,from September 2018 to August 2019 for internship).And the observation group(n=41,September 2019 to September 2020 internship),the control group implements a routine teaching plan,and the observation group implements a teaching plan based on the classification theory.The two groups of interns were compared with theoretical test scores,practical operation evaluation scores,teaching ability evaluation of teachers,and clinical practice teaching satisfaction.Results Before the internship,there was no significant difference between the two theoretical examinations and the practical operation evaluation scores(P>0.05);after the internship,the observation group's theoretical examination scores and practical operation evaluation scores were all higher In the control group,the difference was significant(P<0.05).The scores of the interns in the observation group on the teaching ability evaluation of the teachers were higher than those in the control group,and the difference was significant(P<0.05);the clinical practice teaching satisfaction of the observation group was 97.56%higher than the control group’s 82.93%,the difference was significant(P<0.05).Conclusion Adopting the teaching plan based on the classification theory to teach clinical laboratory interns can improve the theoretical test scores and practical operation evaluation results of laboratory interns,which is conducive to the improvement of the teaching ability of laboratory teaching teachers and the clinical practice of clinical interns.The improvement of practical teaching satisfaction has clinical promotion value.