情境模拟教学在儿科住培急诊医学教学中的应用探讨  

Application of Situational Simulation Teaching in Pediatric Emergency Medicine Teaching

作　　者：范江花[1] 朱晟[2] 罗海燕[1] 肖政辉[1] 颜璐璐[3] 周海银[1] FAN Jianghua;ZHU Sheng;LUO Haiyan;XIAO Zhenghui;YAN Lulu;ZHOU Haiyin(Emergency Center,Hu’nan Children’s Hospital,Changsha Hu’nan 410007,China;Department of Science and Education,Hu’nan Children’s Hospital,Changsha Hu’nan 410007,China;Department of Anesthesiology,Hu’nan Children’s Hospital,Changsha Hu’nan 410007,China)

机构地区：[1]湖南省儿童医院急救中心,湖南长沙410007 [2]湖南省儿童医院科教科,湖南长沙410007 [3]湖南省儿童医院麻醉科,湖南长沙410007

出　　处：《中国继续医学教育》2023年第18期71-76,共6页China Continuing Medical Education

基　　金：湖南省科技创新计划项目(2020SK50520);湖南省卫生健康委科研计划项目(202206043922);湖南省卫生健康委科研计划项目(202115010591)。

摘　　要：目的 探讨情境模拟教学法在儿科住院医师规范化培训(住培)急诊医学教学中的应用。方法 选取2020年10月—2022年3月湖南省儿童医院接受儿科住培的89名住院医师为研究对象,将2020级住培生37名设为对照组,按照传统的教学方法教学;2021级住培生52名设为试验组,除传统教学外,还行情境模拟教学。教学结束后,比较两组住培生的理论考核成绩、采用自制问卷调查两组对教师教学的评价和试验组对情境模拟教学模式自身能力提升满意度评价。结果 两组学生理论成绩分数差异无统计学意义(P> 0.05),试验组案例分析分数[(47.57±6.86)分]高于对照组[(40.31±2.33)分],差异有统计学意义(P <0.05);试验组教师教学课程设计更合理,实用性、可操作性更强,更能激发学生兴趣及进行引导性反馈,提高学生临床思维能力,差异有统计学意义(P <0.05);90.4%试验组住培生认为提高了学习主动性和积极性,86.5%认为提高应变能力,88.5%认为提高分析问题和解决问题能力,92.3%认为提高临床思维能力,90.4%认为提高团队协助能力。结论 情境模拟教学提高了急救应激能力、医患沟通能力、团队协作能力和临危不慌的心理素质,提高了住培生的临床岗位胜任力,降低了临床医疗工作风险。Objective To explore the application of situational simulation teaching method in emergency medicine teaching in standardized training for pediatric residents.Methods A total of 89 residents receiving pediatric residential training in Hu’nan Children’s Hospital from October 2020 to March 2022 were selected as the study objects.A total of 37 residents in 2020 were set as the control group,and they were taught according to the traditional teaching methods.A total of 52 residentis of grade 2021 were set as the experimental group,and besides traditional teaching,situational simulation teaching was also carried out.After the teaching,the theoretical assessment results of the two groups were compared.The self-made questionnaire was used to survey the evaluation of the two groups on the teachers'teaching and the satisfaction evaluation of the experimental group on the improvement of their own ability of the situational simulation teaching mode.Results There was no statistical significance in the theoretical scores between the two groups(P>0.05),but the case analysis scores of the experimental group[(47.57±6.86)points]were significantly higher than that of the control group[(40.31±2.33)points],the difference was statistically significant(P<0.05).The teaching course design of teachers in the experimental group was more reasonable,more practical and operable,more able to stimulate students'interest and guide feedback,and improve students'clinical thinking ability,and the difference was statistically significant(P<0.05).In the experimental group,residents believed that improved learning initiative and enthusiasm(90.4%),strain ability(86.5%),problem analysis and problem solving ability(88.5%),clinical thinking ability(92.3%),and team assistance ability(90.4%).Conclusion Situational simulation teaching significantly improves first-aid stress ability,doctor-patient communication ability,teamwork ability and psychological quality of not panicking in the face of crisis,greatly improves the clinical post competence of the r

关 键 词：情境模拟教学 住院医师规范化培训 儿科 急诊医学 思维能力 岗位胜任力 

分 类 号：G642[文化科学—高等教育学]