脑出血神经外科治疗临床教学刍议  

Discussion on Clinical Teaching of Neurosurgical Treatment of Cerebral Hemorrhage

作　　者：权瑜[1] 王举波[1] 吕健[1] 巩守平[1] 程格庆 张欢瑞 QUAN Yu;WANG Jubo;LYU Jian;GONG Shouping;CHENG Geqing;ZHANG Huanrui(Department of Neurosurgery,Second Affiliated Hospital of Xi'an Jiaotong University,Xi'an,Shaanxi Province,710000 China)

机构地区：[1]西安交通大学第二附属医院神经外科,陕西西安710000

出　　处：《中国卫生产业》2021年第5期103-105,共3页China Health Industry

摘　　要：目的分析脑出血(ICH)神经外科治疗的临床教学方法与效果。方法A组研究对象为2017年1月-2018年1月间入神经外科实习的41名实习生,对其进行传统的临床教学法。B组研究对象为2018年2月-2019年2月间入该科室实习的42名实习生,对其进行以问题为基础(PBL)教学+模拟实践教学。对比两组实习生的教学成果。结果A组的学习主动性评分为(4.41±0.32)分,低于B组(6.81±0.47)分(t=27.128,P<0.001);A组的处理问题能力评分为(5.01±0.43)分,低于B组(7.22±0.62)分(t=18.827,P<0.001);A组的评判性思维能力评分为(4.19±0.32)分,低于B组(6.49±0.58)分(t=22.293,P<0.001);A组的团队协作能力评分为(5.31±1.01)分,低于B组(7.88±1.03)分(t=11.475,P<0.001);A组的信息获取能力评分为(4.48±0.71)分,低于B组(7.06±0.89)分(t=14.577,P<0.001);A组的职业情感评分为(4.72±0.64)分,低于B组(6.22±0.78)分(t=9.565,P<0.001);A组的沟通与表达技巧评分为(5.19±1.04)分,低于B组(7.70±1.12)分(t=10.574,P<0.001)。A组的理论知识成绩为(75.34±4.68)分,低于B组(82.19±5.27)分(t=6.256,P<0.001);A组的操作技能成绩为(71.55±4.91)分,低于B组(80.11±5.07)分(t=7.811,P<0.001)。A组的教学满意度为82.93%,略低于B组为97.62%,但差异无统计学意义(χ^(2)=3.593,P=0.058)。结论为ICH神经外科实习生行PBL+模拟实践教学可提升教学效果,使其掌握专业技能,且教学满意度高。Objective To analyze the clinical teaching methods and effects of neurosurgical treatment of cerebral hemorrhage(ICH).Methods The research objects of group A were 41 interns who entered the neurosurgery internship from January 2017 to January 2018,and they were subjected to traditional clinical teaching methods.The research objects of group B were 42 interns who entered the undergraduate room for internship from February 2018 to February 2019,and they were given problem-based(PBL)teaching+simulated practical teaching.Compared the teaching results of the two groups of interns.Results The learning initiative score of group A was(4.41±0.32)points was lower than the group B(6.81±0.47)points(t=27.128,P<0.001);the problem-solving ability score of group A was(5.01±0.43)points,which was lower than the group B(7.22±0.62)points(t=18.827,P<0.001);group A’s critical thinking ability score was(4.19±0.32)points,which was lower than the group B(6.49±0.58)points(t=22.293,P<0.001);the teamwork ability score of group A was(5.31±1.01)points,which was lower than group B was(7.88±1.03)points(t=11.475,P<0.001);the information acquisition ability score of group A was(4.48±0.71)points was lower than the group B(7.06±0.89)points(t=14.577,P<0.001);group A’s occupational emotion score was(4.72±0.64)points was lower than the group B(6.22±0.78)points(t=9.565,P<0.001);the communication and presentation skills score of group A was(5.19±1.04)points,which was lower than theand group B(7.70±1.12)points(t=10.574,P<0.001).The theoretical knowledge score of group A was(75.34±4.68)points,which was lower than the group B(82.19±5.27)points(t=6.256,P<0.001);the operating skill score of group A was(71.55±4.91)points,which was lower than the group B(80.11±5.07)points(t=7.811,P<0.001).The teaching satisfaction rate of group A was 82.93%,which was slightly lower than that of group B 97.62%,but the difference was not statistically significant(χ^(2)=3.593,P=0.058).Conclusion PBL+simulation practice teaching for ICH neurosurgery interns

关 键 词：脑出血 神经外科 临床教学 PBL 模式实践 

分 类 号：R-4[医药卫生]