分层递进式PBL教学查房在儿内科住培中的应用  

Application of Hierarchically Progressive PBL Teaching Rounds in the Resident Training of Pediatrics

作　　者：刘静[1] 肖耿吉[1] 甘路民[1] 刘芙蓉[1] 于四景[1] 罗如平[1] 胡文静[2] Liu Jing;Xiao Gengji;Gan Lumin;Liu Furong;Yu Sijing;Luo Ruping;Hu Wenjing(Department of Infectious Diseases,Hunan Children's Hospital,Changsha 410007,Hunan Province,China;不详)

机构地区：[1]湖南省儿童医院感染科,湖南省长沙市410007 [2]湖南省儿童医院国家住院医师规范化培训重点儿科专业基地,湖南省长沙市410007

出　　处：《中国病案》2023年第3期91-93,共3页Chinese Medical Record

基　　金：湖南省临床医疗技术创新引导项目资金资助项目(2018SK50411);湖南省自然科学基金项目(2022JJ70006);湖南省卫生健康委科研计划项目(202106011040)。

摘　　要：目的 探讨分层递进PBL教学查房模式在儿科住院医师规范化培训中的应用效果,为提升教学查房质量提供参考依据。方法 抽取2019年1月1日-2020年12月31日某医院住院医师规范化培训的50名儿科住院医师作为研究对象,随机分为实验组(分层递进式PBL教学查房组)和对照组(传统教学查房组)各25人,统计分析出科理论考试成绩、住院医师综合能力评估、住院医师对教学效果的问卷评价来比较2组教学查房效果。结果 出科理论考试成绩优良率实验组(92.00%)高于对照组(72.00%),但差异无统计学意义;实验组和对照组病史采集优秀率(84.00%vs76.00%,P=0.480)和体格检查优秀率(76.00%vs72.00%,P=0.747)差异无统计学意义。实验组和对照组住院医师提升临床思维优秀率(92.00%vs 64.00%,P=0.017)、处理患者能力优秀率(96.00%vs68.00%,P=0.027)、团队合作能力优秀率(96.00%vs64.00%,P=0.005)差异有统计学意义。问卷调查中实验组和对照组激发学习兴趣满意度比例(96.00%vs68.00%,P=0.027)、临床思维锻炼满意度比例(96.00%vs64.00%,P=0.005)以及对整体教学满意比例(96.00%vs 68.00%,P=0.027),差异有统计学意义。结论 分层递进PBL教学查房模式优于传统教学法,帮助巩固理论知识,提高出科理论考试成绩,可调动住院医师的主观能动性,提升住院医师的核心胜任力和学习满意度,值得借鉴。Objectives This study aims to Discuss the application effect of hierarchical and progressive PBL teaching ward rounds in the standardized training of pediatric residents in order to provide a reference for improving the quality of teaching ward rounds.Methods 50 pediatric residents who received standardized training for residents in a hospital from January 1,2019 to December 31,2020 were selected as the research objects and were randomly divided into an experimental group(layered and progressive PBL teaching rounds group)and a control group(traditional teaching rounds group).This study statistically analyzed the results of the theoretical examination,the comprehensive abilty evaluation of residents,and the questionnaire evaluation of teaching effects by residents to compare the teaching rounds effct of the two groups.Results The experimental group(92.00%)had a higher rate of good theoretical examination scores than the control group(72.00%)after training,but there was no statistical difference.There was no significant difference between the experimental group and the control group in the excellent rate of history-taking(84.00%vs76.00%,P=0.480)and of physical examination(76.00%vs72.00%,P=0.747).However,there were statistically significant differences between the experimental group and the control group in improving the excellent rate of clinical thinking(92.00%vs 64.00%,P=0.017),excellent rate of ability to handle patients(96.00%vs 68.00%,P=0.027),and excellent rate of teamwork ability(96.00%vs 64.00%,.P=0.005).In the questionnaire survey,the ratio of the satisfaction of the experimental group and the control group in stimulating learning interest(96.00%vs 68.00%,P=0.027),the ratio of satisfaction with clinical thinking training(96.00%vs 64.00%,P=0.005)and the ratio of satisfaction with the overall teaching(96.00%vs 68.00%,P=0.027)were statistically significant.Conclusions The hierarchically progressive PBL teaching rounds model is superior to the traditional teaching method.It helps to consolidate theoretical kno

关 键 词：分层递进 PBL教学查房 儿科 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]