案例与问题导向学习双轨教学模式在检验医学科住院医师规范化培训中的应用  

Application value of the case-based learning and problem-based learning dual-track teaching mode in standardized resident training of laboratory medicine

作　　者：蒋伟燕[1] 赖媚媚[1] 林潮庆 徐天士[2] 陈小剑[1] Jiang Weiyan;Lai Meimei;Lin Chaoqing;Xu Tianshi;Chen Xiaojian(Department of Clinical Laboratory,the Second Affiliated Hospital and Yuying Children′s Hospital of Wenzhou Medical University,Wenzhou 325027,China;Department of Post-graduation Education,the Second Affiliated Hospital and Yuying Children′s Hospital of Wenzhou Medical University,Wenzhou 325027,China)

机构地区：[1]温州医科大学附属第二医院临床检验中心,温州325027 [2]温州医科大学附属第二医院毕业后教育处,温州325027

出　　处：《中华检验医学杂志》2022年第11期1177-1181,共5页Chinese Journal of Laboratory Medicine

基　　金：温州医科大学高等教育教学改革研究项目(JG2020087)。

摘　　要：目的探讨案例导向学习(CBL)与问题导向学习(PBL)双轨教学模式在检验医学科住院医师规范化培训教学查房中的应用价值。方法以2017年9月至2021年6月在温州医科大学附属第二医院检验医学科住院医师规范化培训的2017级和2018级学员作为研究对象,其中2017级学员为传统讲座教学组(传统教学组,7人),2018级学员为CBL-PBL双轨教学模式组(CBL-PBL组,12人)。2组进行为期22个月的检验专科培训,并进行入科理论考核1次,期中理论考核2次,年度业务水平测试、结业理论考核、结业实践技能考核和问卷调查各1次。问卷调查在学员结业考核结束后匿名填写,调查指标包括提高解决临床问题、理论知识和上机操作等能力,减少课前准备时间,教学方法满意程度以及常规应用到临床的认可度,结果分为很认同、认同、一般、不认同、非常不认同5项,分别计为5、4、3、2和1分。采用克朗巴哈系数进行问卷的可靠性分析。结果CBL-PBL组的期中理论考核、年度业务水平测试和临床结果判读成绩明显高于传统教学组,差异均有统计学意义(P均<0.05)。CBL-PBL组住院医师规范化培训后成绩的提升高于传统教学组(P<0.05)。问卷可靠性分析的克朗巴哈系数为0.938。CBL-PBL组在提高解决临床问题、上机操作、分析解决问题、创新应变能力,提高学习兴趣、自主学习能力、教学方法满意程度和常规应用到临床的认可度得分明显高于传统教学组,差异均有统计学意义(P均<0.05)。结论将CBL-PBL双轨教学模式引入到检验医学科住院医师规范化培训教学查房中,可有效提高住院医师规范化培训的结果和表现,有助于培养更高素质的医学检验人才。Objective To explore the application value of case-based learning(CBL)and problem-based learning(PBL)dual-track teaching mode in the standardized resident training in laboratory medicine.Methods The students of Grade 2017 and Grade 2018,who underwent standardized resident training of laboratory medicine in the Second Affiliated Hospital of Wenzhou Medical University from September 2017 to June 2021,were selected in this study.Seven students of Grade 2017 were served as the traditional lecture teaching group(traditional teaching group),and 12 students of Grade 2018 were assigned to the CBL-PBL dual-track teaching mode group(CBL-PBL group).Students of the two groups received 22 months of laboratory specialty training,and underwent one admission theory assessment,two mid-term theory assessments,annual professional level test,final theory assessment,final practical skills assessment as well as questionnaire survey.The questionnaire was distributed and finished anonymously after the final assessment.Survey indicators included ability assessment on solving clinical problem,assessment on the theoretical knowledge,computer operation skill,preparation time before teaching,teaching method satisfaction degree and clinical recognition.The results were divided into 5 categories:extremely agree,agree,general,disagree and extremely disagree,respectively(ranked as 5,4,3,2,and 1).The Cronbach′sαcoefficient was used to analyze the reliability of the questionnaire.Results The mid-term theory assessment,annual professional level test and assessment results of clinical outcome interpretation were significantly higher in CBL-PBL dual-track teaching mode group than those in traditional lecture teaching group(all P<0.05).The performance after standardized resident training was significantly higher in the CBL-PBL group than in the traditional teaching group(P<0.05).The Cronbach′sαcoefficient of questionnaire reliability analysis was 0.938.Parameters assessment results including improved clinical problem-solving skills,computer oper

关 键 词：检验医学 医院 教学 住院医师规范化培训 

分 类 号：R-4[医药卫生] C975[经济管理—劳动经济]