基于Mini-CEX的BOPPPS教学模式在骨创伤科住院医师规范化培训中的应用研究  

Application research on BOPPPS teaching mode based on Mini-CEX in residents'standardized training in the Department of Bone Traumatology

作　　者：郭占鹏 曹阳 王岩松 袁亚江 毕云龙 宋长威 黄米娜 GUO Zhanpeng;CAO Yang;WANG Yansong;YUAN Yajiang;BI Yunlong;SONG Changwei;HUANG Mina(Jinzhou Medical University:Department of Bone Traumatology,the First Affiliated Hospital,Jinzhou 121001,China;Jinzhou Medical University:School of Nursing,Jinzhou 121001,China)

机构地区：[1]锦州医科大学附属第一医院骨创伤科,辽宁锦州121001 [2]锦州医科大学护理学院,辽宁锦州121001

出　　处：《中国医学教育技术》2022年第3期371-375,共5页China Medical Education Technology

基　　金：锦州医科大学2021年研究生教育教学研究与改革项目(YJ2021-030)。

摘　　要：目的探讨基于Mini-CEX的BOPPPS教学模式在骨创伤科住院医师规范化培训中的应用效果。方法选取2020年3—9月在锦州医科大学附属第一医院骨创伤科进行规范化培训的规培学员作为研究对象,分别采用基于Mini-CEX的BOPPPS教学模式(试验组,n=24)和传统带教模式(对照组,n=24)进行教学;对两组规培学员分别采用PTA临床思维能力评估量表、个人能力提升评价量表、改良版迷你临床演练评估量表(Mini-CEX)进行测评比较。结果对两组规培学员比较发现:PTA临床思维能力评估结果显示,两组规培学员在系统性思维能力、逻辑性思维能力、循证思维能力、纵向性思维能力方面的差异均具有统计学意义(P<0.05);个人能力提升评价结果显示,两组规培学员在语言表达能力、师生或生生互动、主动学习能力方面的差异也具有统计学意义(P<0.05);Mini-CEX测评结果显示,两组规培学员体格检查、临床判断、整体表现方面的差异均具有统计学意义(P<0.05)。结论基于Mini-CEX的BOPPPS教学模式能够更好地调动规培学员学习的主动性并提升其综合能力,一定程度上提高整体教学效果。Objective To explore the application effect of BOPPPS teaching mode based on Mini-CEX in residents'standardized training in the Department of Bone Traumatology.Methods Residents who received standardized training in the Department of Bone Traumatology of the First Affiliated Hospital of Jinzhou Medical University from March to September 2020 were selected as the research objects and divided into the experimental group and the control group,with 24 residents in each.BOPPPS teaching mode based on Mini-CEX was used in the teaching of the experimental group,and traditional teaching mode was adopted in the teaching of the control group.Residents were evaluated and compared using the PTA Clinical Thinking Ability Assess-ment Scale,Personal Ability Improvement Scale,and Mini-CEX in modified version.Results According to the results,the PTA Clinical Thinking Ability Assessment Scale indicated that residents in two groups had statistically significant differences in systematic thinking ability,logical thinking ability,evidence-based thinking ability,and longitudinal thinking ability(P<0.05).Personal Ability Improvement Scale showed that the differences in language expression ability,teacher-student or student-student interaction,and active learning ability of the two groups were also statistically significant(P<0.05).In addition,Mini-CEX evaluation demonstrated that there were statistically significant differences in physical examination,clinical judgment and overall performance of the two groups(P<0.05).Conclusion BOPPPS teaching mode based on Mini-CEX can better arouse residents'learning initiative,promote their comprehensive ability,and improve overall teaching effect to some extent.

关 键 词：MINI-CEX BOPPPS教学模式 住院医师规范化培训 骨创伤科 

分 类 号：G642.0[文化科学—高等教育学]