CBL教学法在全科住院医师岗位胜任力培养中的应用研究  

Research on the Application of CBL Teaching Method in the Post Competency Training of General Practitioners

作　　者：高艳霞[1] 袁丁[1] 孙昌华[1] 段国宇[1] 车璐[1] 徐志高[1] 李素娟[1] 闫改勤 余言午 朱桂英[1] 郭建军[1] 韦毅萌 GAO Yanxia;YUAN Ding;SUN Changhua;DUAN Guoyu;CHE Lu;XU Zhigao;LI Sujuan;YAN Gaiqin;YU Yanwu;ZHU Guiying;GUO Jianjun;WEI Yimeng(Department of General Medicine,Department of Emergency Medicine,the First Affiliated Hospital of Zhengzhou University,Henan Provincial Key Laboratory of Emergency and Trauma Research Medicine,Zhengzhou,Henan Province,450000 China)

机构地区：[1]郑州大学第一附属医院急诊医学部全科医学科,河南省急诊与创伤研究医学重点实验室,河南郑州450000

出　　处：《中国卫生产业》2021年第22期13-16,共4页China Health Industry

基　　金：河南省医学教育研究项目(Wjlx2020391);郑州市科技惠民计划项目(2020KJHM0001)。

摘　　要：目的将案例导入式教学法(case-based learning,CBL)应用于全科住院医师岗位胜任力培养中,分析并评价其应用效果。方法选取2020年6月—2021年3月在郑州大学第一附属医院全科医学科进行全科住院医师规范化培训的学员192名随机分为CBL教学组(95名)和传统教学组(97名)。培训结束后进行全科医学理论和技能考核、岗位胜任力评价,并进行教学效果的问卷调查,比较两组间差异。结果192位学员中位年龄24岁,男性占46.4%,学员类型包括订单定向(40.1%),委培(24.0%)和社会人(35.9%)。两组间学员在性别、年龄、学员类型构成方面均具有可比性(P>0.05)。相比于传统教学方法,CBL教学组学员全科医学理论考核和技能考核成绩均明显提高,差异有统计学意义(P<0.05),基本医疗服务能力、公共卫生服务能力、人文执业能力、教育学习能力等全科医学岗位胜任力指标均显著提升,差异有统计学意义(P<0.05),且学员对CBL教学法的效果评价和认可度明显高于传统教学法,差异有统计学意义(P<0.05)。结论CBL教学法在全科住院医师岗位胜任力培养中的应用效果优于传统带教方法。Objective To apply the case-based learning teaching method(CBL)in the post competency training of general practitioners,and evaluate its application effects.Methods From June 2020 to March 2021,a total of 192 trainees who received standardized training for general resident physicians in the general medicine department of the first affiliated hospital of Zhengzhou university were randomly divided into the CBL teaching group(95 people)and the traditional teaching group(97 people).After the training,a general practice theory and skill assessment,job competency evaluation,and a questionnaire survey of teaching effects were conducted to compare the differences between the two groups.Results The average age of the 192 trainees was 24 years old,and 46.2%were men.The types of trainees include order-oriented(40.1%),commissioned training(24.0%)and social people(35.9%).The trainees between the two groups were comparable in terms of gender,age,and trainee types(P>0.05).Compared with traditional teaching methods,the CBL teaching group students'general medical theory assessment and skill assessment scores were significantly improved,the difference was statistically significant(P<0.05).Competency indicators for general medicine positions such as basic medical service ability,public health service ability,humanities practice ability,education and learning ability,etc.were significantly improved,the difference was statistically significant(P<0.05).Moreover,the effect evaluation and recognition of the CBL teaching method by the students was significantly higher than that of the traditional teaching method,the difference was statistically significant(P<0.05).Conclusion The application effect of CBL teaching method in the training of general practitioners is better than that of traditional teaching method.

关 键 词：案例导入式教学法 全科住院医师 岗位胜任力 

分 类 号：R47[医药卫生—护理学] G642[医药卫生—临床医学]