PBL+Seminar教学法在急诊住院医师规范化培训中的应用  

Application of PBL combined with Seminar Teaching Method in Standardized Training of Emergency Residents

作　　者：王军宇[1] 梅雪[1] Wang Junyu;Mei Xue(Department of Emergency,Beijing Chaoyang Hospital Affiliated to Capital Medical University,Beijing 100020,China)

机构地区：[1]首都医科大学附属北京朝阳医院急诊科,北京市100020

出　　处：《中国病案》2023年第12期98-100,共3页Chinese Medical Record

摘　　要：目的探讨PBL+Seminar教学法在急诊住院医师规范化培训中的应用价值,为探寻急诊医师培训方法提供依据。方法选取2019年1月1日-2021年12月31日在某医科大学附属医院急诊临床研究中心参加急诊住院医师规范化培训的医师40名,随机分成传统教学组(n=20)和PBL+Seminar教学法教学组(n=20),由熟悉2种教学方法的同一教师对相同课程进行教学,并通过问卷调查、理论考核和病例分析评估教学效果。其中问卷调查包括课堂气氛、理解情况和掌握程度以及教学互动和能力培养等问题。结果PBL+Seminar教学组的理论考核成绩和病例分析成绩分别为(23.45±0.99)分和(8.65±0.81)分,均高于传统教学组的(19.20±1.82)分和(7.75±0.91)分,差异有统计学意义,P<0.05。问卷调查结果显示,应用PBL+Seminar教学法组的课堂气氛为(4.70±0.47)分、理解情况(4.65±0.49)分、掌握程度(4.70±0.47)分、教学互动(4.75±0.44)分和能力培养(4.65±0.5)分,均高于传统教学组的(3.75±0.44)分、(3.85±0.59)分、(3.95±0.69)分、(3.80±0.69)分和(3.90±0.64)分,差异有统计学意义,P<0.05。结论PBL+Seminar教学法有利于调动规范化急诊住院医师的主观能动性,提高学习知识和解决问题的能力。Objective To explore the application value of PBL combined with Seminar teaching method in standardized training of emergency residents,so as to provide a basis for exploring the training methods of emergency physicians.Methods A total of 40 physicians who participated in standardized training for emergency residents at the Emergency Clinical Research Center of a medical university affiliated hospital from January 1st,2019 to December 31st,2021 were randomly divided into traditional teaching group(n=20)and PBL combined with Seminar teaching group(n=20).The same teachers who were familiar with the two teaching methods teach the same course,and evaluate the teaching effect through questionnaire survey and case analysis.The questionnaire survey includes classroom atmosphere,understanding and mastery,teaching interaction and ability cultivation.Results The scores of questionnaire survey and case analysis in PBL combined with Seminar teaching group were(23.45±0.99)points and(8.65±0.81)points,respectively,which were higher than those in traditional teaching group(19.20±1.82)points and(7.75±0.91)points,and the differences were statistically significant,P<0.05.The results of the questionnaire survey showed that the classroom atmosphere of the group using PBL combined with Seminar was(4.70±0.47)points,the understanding was(4.65±0.49)points,the mastery was(4.70±0.47)points,the teaching interaction was(4.75±0.44)points and the ability training was(4.65±0.5)points.They were higher than those in the traditional teaching group(3.75±0.44)points,(3.85±0.59)points,(3.95±0.69)points,(3.80±0.69)points and(3.90±0.64)points,and the difference was statistically significant(P<0.05).Conclusions PBL combined with Seminar teaching method was conducive to mobilizing the subjective initiative of standardized residents and improving their ability to learn knowledge and solve problems.

关 键 词：PBL+Seminar教学法 急诊住院医师 传统教学 

分 类 号：R-4[医药卫生] C975[经济管理—劳动经济]