ECS结合情景教学、CBL、PBL、TBL教学法在急救综合技能培训中的应用  

Application of ECS combined with situational teaching, CBL, PBL and TBL teaching methods in comprehensive skills training of emergency

作　　者：谢伟英 董建新[2] 李宇昌[2] XIE Weiying;DONG Jianxin;LI Yuchang(Department of Gynecology and Obstetrics,Medical College of Jiaying University,Guangdong,Meizhou 514031,China;Department of Internal Medicine,Medical College of Jiaying University,Guangdong,Meizhou 514031,China)

机构地区：[1]嘉应学院医学院妇产科,广东梅州514031 [2]嘉应学院医学院内科,广东梅州514031

出　　处：《中国医药科学》2022年第13期115-118,共4页China Medicine And Pharmacy

基　　金：广东省嘉应学院第十五批高等教育教学改革立项项目(JYJG20180114);广东省嘉应学院教学质量与教学改革工程建设项目(A164)。

摘　　要：目的 研究高级综合模拟人(ECS)结合情景教学、案例教学法(CBL)、基于问题的教学法(PBL)、以团队为基础的教学法(TBL)对于医学生临床思维和操作能力的培养效果。方法 以ECS模拟人为教学载体,于2018、2019年对嘉应学院医学院2014级、2015级153名即将进入临床实习的临床医学专业五年制本科生进行培训,着重培养学生的急救临床思维及实际操作能力。结果 94.77%的学生认为激发了学习兴趣和主动性、优于传统教学方法,希望继续开展。培训后的理论成绩、操作成绩比培训前明显提高,差异有统计学意义(P <0.05)。2020年因疫情采用线上教学而未进行ECS模拟人急救技能培训的2016级临床医学本科生,相比2014级、2015级,在临床上第一次参与ICU工作时明显感到紧张,差异有统计学意义(P <0.05)。结论 ECS模拟人教学激发了学生的学习兴趣和主动性,提高了临床思维能力、应急应变能力、熟练掌握了急救操作技能,增强了团队协作精神。Objective To investigate the cultivation effect of advanced comprehensive emergency care simulator(ECS) combined with situational teaching, case-based learning(CBL), problem-based learning(PBL)and team-based learning(TBL) on medical students’ clinical thinking and operation ability. Methods With the ECS simulator as the teaching carrier, a total of 153 five-year undergraduates majoring in clinical medicine who would enter clinical practice in grade 2014 and grade 2015 at Medical College of Jiaying University were trained in 2018 and 2019. Cultivation of students’ emergency clinical thinking and practical operation ability were focused on. Results 94.77% of the students believed that their learning interest and initiative were stimulated, which was superior to the conventional teaching methods and hoped to continue. After the training,the theoretical and operational scores were significantly higher than those before training, with statistically significant differences(P < 0.05). Compared with grade 2014 and grade 2015, the grade 2016 clinical medical undergraduates who adopted online teaching in 2020 because of the epidemic situation and did not receive ECS simulator emergency skills training obviously felt nervous when they took part in ICU work for the first time,with statistically significant difference(P < 0.05). Conclusion ECS simulator teaching stimulates students’ learning interest and initiative, improves their clinical thinking ability, emergency response ability, proficiency in emergency operation skills, and enhances the spirit of team cooperation.

关 键 词：ECS CBL教学法 PBL教学法 TBL教学法 

分 类 号：R4[医药卫生—临床医学] C975[经济管理—劳动经济]