PBL/CBL联合情景模拟在全科医生转岗培训教学中的应用效果研究  

Application of PBL/CBL combined scenario simulation in position-transition training for general practitioner

作　　者：李雪琴[1] 王功成[2] 卢正红[1] Li Xueqin;Wang Gongcheng;Lu Zhenghong(Department of General Practice,the Affiliated Huai′an First People′s Hospital of Nanjing Medical University,Huai′an 223300,China;Department of Urology,the Affiliated Huai′an First People′s Hospital of Nanjing Medical University,Huai′an 223300,China)

机构地区：[1]南京医科大学附属淮安第一医院全科医学科,淮安223300 [2]南京医科大学附属淮安第一医院泌尿外科,淮安223300

出　　处：《中华全科医师杂志》2023年第3期304-307,共4页Chinese Journal of General Practitioners

基　　金：南京医科大学附属淮安第一医院2021年度院级教育研究课题(hyyjy2021004)。

摘　　要：为探讨以问题为基础的教学(PBL)/以案例为基础的教学(CBL)联合情景模拟在全科医生转岗培训教学中的应用效果,选取2021年8月至2022年7月在南京医科大学附属淮安第一医院进行全科医生转岗培训的全部学员40名作为研究对象,随机分为对照组和观察组(每组各20名),分别采用传统教学法和PBL/CBL联合情景模拟教学法。比较两组转岗培训学员的接诊能力考核成绩及教学满意度。观察组学员在全科诊疗思维、问诊内容的全面性、初步诊断的完整性、初步处理的全面性、处理危急重症能力、慢性病管理能力以及全人照顾理念等方面成绩明显高于对照组(t=-15.79,-15.74,-16.67,-13.66,-18.57,-18.55,-19.74,均P<0.05);同时观察组学员对教学方法、激发学习兴趣、提高自主学习能力、提高全科临床思维、提高医患沟通能力、提高团队合作能力和提高社区问题解决能力等方面的满意度均明显高于对照组学员,差异有统计学意义(χ^(2)=12.10,10.03,12.22,10.03,8.18,10.03,8.18,均P<0.05)。提示PBL/CBL联合情景模拟教学法能够提高转岗培训学员的学习效果和满意度。Forty trainees who underwent position-transition training for general practitioner in the Affiliated Huai′an First People′s Hospital of Nanjing Medical University from August 2021 to July 2022 were randomly divided into the control group and the trial group with 20 in each group.The traditional teaching methods were applied in control group and the problem-based learning/case-based learning(PBL/CBL)combined scenario simulation teaching method were applied in trial group.The effect of the two teaching methods was evaluated by the examination results and the teaching satisfaction was assessed by the questionnaire survey.The exam scores of general practice thinking,comprehensiveness of inquiry content,integrity of preliminary diagnosis,comprehensiveness of preliminary treatment,ability to deal with critical and severe cases,ability of chronic disease management and concept of holistic care in trial group were significantly higher than those in control group(t=-15.79,-15.74,-16.67,-13.66,-18.57,-18.55,-19.74,all P<0.05).The satisfaction of trainees in the trial group was also significantly higher than that in the control group in terms of teaching methods,stimulating learning interest;and improvement of independent learning ability,general practice clinical thinking,doctor-patient communication ability,teamwork ability and community problem-solving ability(χ^(2)=12.10,10.03,12.22,10.03,8.18,10.03,8.18,all P<0.05).The study shows that PBL/CBL combined scenario simulation teaching method can improve the learning effect and satisfaction of the trainees in position-transition training for general practitioner.

关 键 词：在职培训 医院 教学 全科医生 

分 类 号：C975[经济管理—劳动经济] R-4[医药卫生]