EBM-CBL联合Mini-cex+DOPS的方法在妇产科规范化培训临床实践中的效果评价  

Efficacy of EBM-CBL combining Mini-cex+DOPS in clinical practice of standardized training for residents in obstetrics and gynecology

作　　者：侯萌[1] 宋青[1] 高丽[1] 裴美丽[1] 朱克修[1] 安瑞芳[1] Hou Meng;Song Qing;Gao Li;Pei Meili;Zhu Kexiu;An Ruifang(Department of Obstetrics and Gynecology,the First Affiliated Hospital of Xi'an Jiaotong University,Xi'an 710061,China)

机构地区：[1]西安交通大学第一附属医院妇产科

出　　处：《中国医学教育技术》2019年第6期746-750,共5页China Medical Education Technology

摘　　要：目的评价EBM-CBL联合Mini-cex+DOPS的教学方法在妇产科住院医师规范化培训教学中的效果及可行性。方法西安交通大学第一附属医院妇产科基地2016级、2017级、2018级专业规培医师32名,随机分为对照组和实验组,每组16人,对照组给予传统的临床实践方法进行教学及考核,实验组给予EBM-CBL联合Mini-cex+DOPS的教学方法进行教学及考核。出科时,将两组出科和入科时的Mini-cex及DOPS成绩进行比较,同时分别对规培医师及规培教师进行教学过程的满意度调查。结果①实验组和对照组在第12个月末Mini-cex平均成绩分别为(56.43±2.70)分、(50.9±6.13)分,二者的差异具有统计学意义(P<0.05)。两组在问诊技能、体格检查、人文关怀、临床判断、沟通技能、组织效能、整体表现等方面,差异均有统计学意义(P<0.05)。实验组和对照组12月末DOPS平均成绩分别为(23.39±2.58)分、(20.81±2.44)分,二者的差异具有统计学意义(P<0.05)。两组在适应证的把握、与患者沟通交流、操作前准备、操作时注意事项、在操作后处理、总体表现等方面,差异均有统计学意义(P<0.05)。②在对规培医师的满意度调查方面,对照组及实验组的得分平均为(7.57±0.77)分、(8.96±0.83)分;在对教师的满意度调查方面,对照组及实验组的得分平均为(7.02±0.59)分、(9.24±0.75)分。差异均具有统计学意义(P<0.05)。结论 EBM-CBL联合Mini-cex+DOPS的教学评估法应用于妇产科住院医师规范化培训,可明显提高规培医师的学习主动性、临床技能、临床思维能力、临床诊疗能力、医患沟通能力以及人文精神,进而大大提高规培医师的临床综合能力。除此以外,规培医师和规培教师对教学过程的满意度也大大增强。EBM-CBL联合Mini-cex+DOPS的方法在妇产科住院医师规范化培训教学中值得推广。Objective To evaluate the effectiveness and feasibility of EBM-CBL combining Mini-cex+DOPS in standardized training for residents in obstetrics and gynecology. Methods 32 residents from the obstetrics and gynecology base in the First Affiliated Hospital of Xi’ an Jiao-tong University, including residents from class of 2016, 2017 and 2018, were randomly divided into the control group and the experimental group, with 16 residents in each group. Traditional clin-ical practice method was adopted in the teaching and assessment of the control group, while EBM-CBL combining Mini-cex+DOPS was used in teaching the experimental group. At the end of the training, comparison of Mini-cex and DOPS scores of the two groups before and after the training was made, and satisfaction surveys of training teachers and residents in the teaching process were conducted respectively. Results First, by the end of the 12 th month, the average Mini-cex scores of the experimental group and the control group were(56.43±2.70) and(50.9±6.13) respectiv-ely, and their difference is of statistic significance(P<0.05). In terms of interview skills,phys-ical examination,humanistic care, clinical judgment, communication skills, organizational effec-tiveness as well as overall performance, the difference between the two groups is of statistic sig-nificance(P<0.05). As for DOPS scores, the average scores of the experimental group and the con-trol group were(23.39±2.58) and(20.81±2.44) by the end of the 12 th month, and statistic sig-nificance exists in their difference(P<0.05), and their difference is statistically significant(P<0.05). In terms of indication control, communication with patients, preparation before operation, matters needing attention during operation, post-operation treatment as well as overall perfor-mance, the difference between the two groups was statistically significant(P<0.05). Secondly, in satisfaction survey of the training residents, the control group and the experimental group ave-ragely graded(7.57±0.77) and(8.96±0.83)

关 键 词：EBM CBL Mini-cex临床演练 教学 规范化培训 妇产科 

分 类 号：G642.0[文化科学—高等教育学]