探讨全科教学中影像教学与多模式相结合模式在全科规培医生中的实际效果  

To Explore the Practical Effect of the Combination of Image Teaching and Multimode in General Practice Teaching in General Practice Training Doctors

作　　者：陈云江[1] 张弦[1] 龚艳春[1] 周淑颖 张晨莉[1] CHEN Yunjiang;ZHANG Xian;GONG Yanchun;ZHOU Shuying;ZHANG Chenli(Department of General Medicine,Ruijin Hospital Affiliated to Shanghai Jiao Tong University School of Medicine,Shanghai,200025 China)

机构地区：[1]上海交通大学医学院附属瑞金医院全科医学科,上海200025

出　　处：《中国卫生产业》2023年第6期166-169,共4页China Health Industry

摘　　要：目的探讨影像教学与以案例为基础的学习(case-based learning,CBL)教学法、以问题为基础的学习(problem-based learning,PBL)教学法相结合的教学模式在全科医学规培医生临床教学的实际教学效果。方法选取2021年1月—2022年12月上海交通大学医学院附属瑞金医院全科医学基地中2021级及2022级的40名规培医生作为研究对象,其中2021级(20名)开展常规影像教学,2022级(20名)在此基础上进行PBL与CBL教学相结合的多模式教学,比较不同教学方法的教学效果。结果2022级规培医生的理论成绩高于2021级规培医生,差异有统计学意义(P<0.05)。2022级规培医生的读片成绩高于2021级规培医生,差异有统计学意义(P<0.05)。2022级教学满意度(100.00%),教学掌握度(100.00%),均高于2021级(70.00%、70.00%),差异有统计学意义(P<0.05)。结论在常规影像教学进行PBL与CBL教学相结合的多模式教学能提高全科规培医生的教学质量,并且能提高教学满意度以及教学掌握度。Objective To explore the practical teaching effect of combining imaging teaching with case based learning(CBL)teaching method and problem-based learning(PBL)teaching method in the clinical teaching of general practitioners.Method From January 2021 to December 2022,40 trained doctors from the General Medicine Base of Ruijin Hospital Affiliated to Shanghai Jiao Tong University School of Medicine in 2021 and 2022 were selected as the research subjects.Among them,20 doctors from 2021 received routine imaging teaching,while 20 doctors from 2022 received multimodal teaching combining PBL and CBL.The teaching effects of different teaching methods were compared.Result The theoretical performance of 2022 level trained doctors was higher than that of 2021 level trained doctors,and the difference was statistically significant(P<0.05).The film reading scores of 2022 level trained doctors are higher than those of 2021 level trained doctors,and the difference was statistically significant(P<0.05).The satisfaction rate with teaching at level 2022 was 100.00%,and the mastery rate of teaching was 100.00%,both higher than the 70.00%and 70.00%of level 2021,and the difference was statistically significant(P<0.05).Conclusion The combination of PBL and CBL teaching in conventional imaging teaching can improve the teaching quality of general practitioners,as well as improve teaching satisfaction and mastery.

关 键 词：问题式教学法 影像学 全科医学 职后教育 

分 类 号：R4[医药卫生—临床医学]