MDT联合EBL教学模式在创伤骨科教学中的应用  

Application of MDT Combined With EBL Teaching Mode in Trauma Orthopedics Teaching

作　　者：李明[1,2] 刘潇 崔翔 邬骁勇[1,2] 张卓 赵燕鹏 刘建恒[1,2] 张里程 LI Ming;LIU Xiao;CUI Xiang;WU Xiaoyong;ZHANG Zhuo;ZHAO Yanpeng;LIU Jianheng;ZHANG Licheng(Senior Department of Orthopaedics,Chinese PLA General Hospital,Beijing 100853,China;National Clinical Research Center for Orthopedics,Sports Medicine&Rehabilitation,Beijing 100853,China)

机构地区：[1]中国人民解放军总医院骨科医学部,北京100853 [2]国家骨科与运动康复临床医学研究中心,北京100853

出　　处：《中国继续医学教育》2023年第10期78-82,共5页China Continuing Medical Education

基　　金：解放军总医院“国家杰出青年科学基金”培育专项(2020-JQPY-003)。

摘　　要：目的文章探讨多学科协作案例式(multi-disciplinary team,MDT)联合以循证医学为基础(evidence-based learing,EBL)的创新教学方法在创伤骨科临床教学的效果。方法选取中国人民解放军总医院骨科医学部2020年1月—2021年12月于创伤骨科轮转的住培及实习学员共计32名,将其随机分为传统教学组和MDT-EBL教学组,对上述两组分别采取基础理论考试进行客观评价,采用病例分析和满意度调查问卷进行主观评价,从而评价两组的教学效果和认同满意度。结果试验组的理论知识和实践能力考核总分分别为(82.38±4.46)分和(84.50±5.40)分,明显高于对照组的(75.25±8.62)分和(70.94±9.57)分,差异有统计学意义(P<0.05)。问卷调查结果显示,试验组在调动学习积极性,提高文献检索及分析能力,提高临床诊治思维,提高分析解决问题能力等方面认可度较对照组有明显优势,差异有统计学意义(P<0.05)。结论MDT联合EBL教学方法在临床教学中的应用,有助调动骨科住培及实习医生的学习兴趣、提高临床实践能力,增强其学习的主观能动性,有利于提高教学效果。Objective To explore the effect of multidisciplinary team(MDT)combined evidence-based learning(EBL)teaching method in improving the quality of orthopaedic trauma clinical teaching.Methods A total of 32 trainees from January 2020 to December 2021 in the senior department of orthopaedics of Chinese PLA General Hospital were selected and randomly divided into traditional teaching group and MDT-EBL teaching group.Objective evaluation was conducted on the above two groups by taking basic theory examinations respectively.Case analysis and satisfaction questionnaire were used for subjective evaluation,so as to evaluate the teaching effect and approval satisfaction of the two groups.Results The total scores of theoretical knowledge and practical ability in experimental group were(82.38±4.46)and(84.50±5.40)respectively,which were significantly higher than those in control group(75.25±8.62)and(70.94±9.57),and the difference was statistically significant(P<0.05).The results of the questionnaire survey showed that the experimental group had significant advantages over the control group in mobilizing learning enthusiasm,improving literature retrieval and analysis ability,improving clinical diagnosis and treatment thinking,and improving analysis and problem solving ability,and the difference was statistically significant(P<0.05).Conclusion MDT combined with EBL teaching method can arouse the students'interest in learning,improve their clinical practice ability,enhance their subjective initiative in learning,and improve the teaching effect.

关 键 词：多学科协作 循证医学 教学模式 创伤骨科 临床教学 教学效果 

分 类 号：G642[文化科学—高等教育学]