两种非传统教学法在普外科带教过程中的应用效果评价

目的探讨评价基于案例的学习（PBL）教学法和目标管理（MBO）教学法在普外科临床带教过程中的应用效果。 方法选取2019年7月至12月在我院普外科临床见习的临床医学专业本科生48人，随机分为传统教学组、PBL组、MBO组和非传统综合教学组（PBL+MBO组），每组12人。2个月见习期结束时，对4组见习生的理论知识、实际操作能力进行考核；另外，见习生对带教效果和患者对见习生满意度进行评价。 结果PBL组、MBO组的见习生理论考试和实践操作考试得分［（86.13±5.78）、（82.91±6.51）分和（85.47±7.50）、（84.36±6.04）分］以及见习生对带教效果评价得分［（91.17±6.83）、（90.43±7.49）分］均高于传统教学组［（81.05±6.34）、（77.45±5.23）、（86.95±5.72）分，P均＜0.05］，PBL+MBO组的考核得分［（90.26±5.91）、（88.02±4.97）分］及评价得分［（94.02±5.01）分］高于PBL组和MBO组（P＜0.05）。PBL组、MBO组、PBL+MBO组的患者对见习生满意度均高于传统教学组（P＜0.05）。 结论非传统教学法在普外科带教过程中的应用效果优于传统教学法，且不同种类的非传统教学法的应用效果具有协同叠加作用。

Application effects of two non-traditional teaching methods in general surgery teaching

ObjectiveTo evaluate the effect of problem-based learning (PBL) and management by objective (MBO) in clinical teaching of general surgery. MethodsFrom July 2019 to December 2019, 48 clinical medicine undergraduates were selected from our hospital for clinical probation in general surgery, They were randomly divided into traditional teaching group, PBL teaching group, MBO teaching group, and non-traditional comprehensive teaching group (PBL+MBO group), with 12 undergraduates in each group. At the end of the two-month probation period, the theoretical knowledge and practical ability of the four groups of trainees were tested. In addition, the trainees were requested to evaluate the teaching effect and the patients were requested to evaluate the satisfaction with trainees. ResultsIn the PBL group and MBO group, students' scores in the theoretical knowledge test and practical operation test (PBL: 86.13±5.78 and 82.91±6.51; MBO: 85.47±7.50 and 84.36±6.04, respectively), as well as trainees' evaluation of teaching effect (91.17±6.83 and 90.43±7.49) were higher than those in the traditional teaching group (81.05±6.34, 77.45±5.23 and 86.95±5.72, respectively) (P＜0.05); the scores of the PBL+MBO group (90.26±5.91, 88.02±4.97 and 94.02±5.01, respectively) were higher than those of the PBL group and MBO group (P＜0.05). The satisfaction of patients with trainees in the PBL group, MBO group, and PBL+MBO group was higher than that in the traditional teaching group (P＜0.05). ConclusionThe application effect of non-traditional teaching methods in general surgery teaching is better than that of traditional teaching method. Moreover, the combination of different kinds of non-traditional teaching methods has a synergistic effect.