MDT联合LBL-PBL-CBL教学法在神经内科住院医师规范化培训中的应用  

Application of MDT Combined With LBL-PBL-CBL Teaching Method in the Standardized Training of Neurological Residents

作　　者：张全全 汤香 章璐璐 潘圣洁[1] 陈庆梅[2] ZHANG Quanquan;TANG Xiang;ZHANG Lulu;PAN Shengjie;CHEN Qingmei(Department of Neurology,the First Affiliated Hospital of Soochow University,Suzhou Jiangsu 215006,China;Department of Rehabilitation,the First Affiliated Hospital of Soochow University,Suzhou Jiangsu 215006,China)

机构地区：[1]苏州大学附属第一医院神经内科,江苏苏州215006 [2]苏州大学附属第一医院康复医学科,江苏苏州215006

出　　处：《中国继续医学教育》2023年第18期93-97,共5页China Continuing Medical Education

摘　　要：目的 探讨多学科综合治疗模式(multi-disciplinary treatment,MDT)结合传统授课为基础的教学法(lecture-based learning,LBL)-以问题为中心的教学法(problem-based learning,PBL)-基于案例的教学法(case-based learning,CBL)在神经内科住院医师规范化培训中的应用效果。方法 选取2021年2月—2022年1月在苏州大学附属第一医院神经内科轮转的60名住院医师为研究对象,随机分为试验组和对照组,每组30名。试验组住院医师规范化培训采用在脑卒中MDT病例中运用LBL-PBL-CBL结合的教学法,对照组采用传统LBL教学法进行脑卒中病例的学习。通过出科考试成绩和满意度问卷调查对两组的教学效果进行检验。结果 试验组住院医师的理论成绩、病案分析成绩和考试总分均高于对照组,差异有统计学意义(P <0.05);试验组住院医师的满意度(学习主动能力、临床思维能力、团队协作能力、医患沟通能力)高于对照组,差异有统计学意义(P <0.05),试验组带教老师的满意度(提高学生临床综合分析能力、激发学生学习主观能动性、提高学生医患沟通交流能力)高于对照组,差异有统计学意义(P<0.05)。结论 在进行神经内科的教学过程中采用MDT和LBL-PBL-CBL相结合的教学法能有效提高教学效果。Objective To explore multi-disciplinary treatment(MDT)combined with lecture-based learning(LBL)-problem-based learning(PBL)-case-based learning(CBL)teaching method in the standardized training of neurological residents and evaluate its effect.Methods A total of 60 residents rotating in the department of neurology of the First Affiliated Hospital of Soochow University from February 2021 to January 2022 were selected as the study subjects and randomly divided into the experimental group and the control group,with 30 residents in each group.The control group was given LBL,while the experimental group was given MDT in stroke patients combined with LBL-PBL-CBL teaching method.The teaching effect was assessed by examinations and satisfaction questionnaire at the end of training.Results The examinations,including theoretical score,case analysis score and total score,showed that the scores of the experimental group were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).The satisfaction(initiative learning ability,clinical thinking ability,teamwork ability,doctor-patient communication ability)of the experimental residents were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).The satisfaction(improve students'clinical comprehensive analysis ability,stimulate students'subjective initiative in learning,improve students'ability of doctor-patient communication)of the experimental teachers were significantly higher than those of the control group,the difference was statistically significant(P<0.05).Conclusion The application of MDT combined with LBL-PBL-CBL teaching method in the standardized training of neurological residents can effectively improve the teaching effect.

关 键 词：多学科 PBL CBL 神经内科 住院医师 规范化培训 

分 类 号：G642[文化科学—高等教育学]