形成性评价教学模式在全科医师胸膜腔穿刺术教学中的应用  

Application of Formative Assessment Teaching Model in Pleural Puncture Teaching of General Practitioners

作　　者：柴春艳 武润苗 CHAI Chunyan;WU Runmiao(Department of Geriatric Medicine,Shaanxi Provincial People's Hospital,Xi'an Shaanxi 710068,China;Department of Respiratory and Critical Care,Shaanxi Provincial People's Hospital,Xi'an Shaanxi 710068,China)

机构地区：[1]陕西省人民医院老年病科,陕西西安710068 [2]陕西省人民医院呼吸与危重症科,陕西西安710068

出　　处：《中国继续医学教育》2023年第22期116-120,共5页China Continuing Medical Education

基　　金：陕西省重点研发计划项目(2020SF100)。

摘　　要：目的探讨在全科医师胸膜腔穿刺术技能培训中使用形成性评价教学模式的教学效果。方法2019年7月—2021年7月,选择在陕西省人民医院住培轮转的全科医师学员100名,采用数字随机法分为试验组及对照组,每组学员各50名。在胸膜腔穿刺术教学过程中,对待试验组学员遵循指导、反馈、鼓励、改进的原则,采用“幻灯片教学-多媒体示教操作过程-模拟器操作训练-形成性评价指导-典型临床病例实操”教学模式,对照组采用“幻灯片教学-多媒体示教操作过程-模拟器操作训练-典型临床病例实操带教”带教模式,对两组全科医师进行胸膜腔穿刺术技能培训考核,最后使用问卷调查及技能考核等方式比较两种教学模式的教学效果。结果比较两组学员胸膜腔穿刺术技能考核成绩,试验组学员理论知识考试成绩平均分值为(85.125±2.421)分,对照组学员理论知识考试成绩平均分值为(84.558±2.525)分,差异无统计学意义(P>0.05),试验组学员在操作前准备、操作过程规范程度、术后处理、人文关怀方面成绩优于对照组,差异有统计学意义(P<0.05);试验组学员较对照组学员在提高学习兴趣、增加学习自信心、对教学方式满意程度、自主学习思考能力、师生沟通交流能力、团队协作精神、提升实际应用能力、综合分析能力方面有较大的提高,差异有统计学意义(P<0.05)。结论形成性评价教学模式有助于培养全科医师的综合临床应用能力。Objective To explore the effect of formative assessment teaching mode in pleural puncture skill training of general practitioners.Methods A total of 100 general practitioner students were trained in Shaanxi Provincial People's Hospital from July 2019 to July 2021 were randomly divided into experimental group and control group,with 50 students in each group.During the teaching process of pleural puncture,the students in the experimental group were treated according to the principles of guidance,feedback,encouragement and improvement.The teaching mode of"slide teaching-multimedia teaching operation process-simulator operation training-formative evaluation guidance-typical clinical case practice"was adopted,while the teaching mode of"slide teaching-multimedia teaching operation process-simulator operation training-typical clinical case practice teaching"was adopted in the control group,and general practitioners of the two groups were trained and assessed in pleural cavity puncture skills.Finally,the teaching effects of the two teaching modes were compared by questionnaire survey and skill assessment.Results The results of pleuropuncture skill test were compared between the two groups.The average score of theoretical knowledge test in the experimental group was(85.125±2.421)points,and the average score of theoretical knowledge test in the control group was(84.558±2.525)points,and there was no statistical significance in theoretical scores(P>0.05).The test group was significantly better than the control group in the aspects of preparation before operation,standard degree of operation process,postoperative treatment and humanistic care,the difference was statistically significant(P<0.05).Compared with the control group,the students in the experimental group had great improvement in improving learning interest,increasing learning self-confidence,satisfaction with teaching methods,independent learning thinking ability,communication ability between teachers and students,teamwork spirit,practical application ability and

关 键 词：医学教育 胸膜腔穿刺术 形成性评价 教学模式 教学效果 全科医师 

分 类 号：G642[文化科学—高等教育学]