肌电图教学中住培医师培训方式及效果研究  

Study on Training Methods and Effects of Electromyography Teaching for Standardized Training of Residents

作　　者：赵佃果 王雪贞[1] 李明远[1] 陈金波[1] ZHAO Dianguo;WANG Xuezhen;LI Mingyuan;CHEN Jinbo(Department of Neurology,Binzhou Medical University Hospital,Binzhou Shandong 256600,China)

机构地区：[1]滨州医学院附属医院神经内科,山东滨州256600

出　　处：《中国继续医学教育》2024年第2期139-142,共4页China Continuing Medical Education

基　　金：教育部高等教育司产学合作协同育人项目(202102134007)。

摘　　要：目的探讨肌电图教学中住院医师规范化培训(简称“住培”)的培训方法及效果。方法选择2019年7月—2022年7月在滨州医学院附属医院肌电图室参加住培的医师为研究对象,共60名,采用随机数字表法分为研究组和对照组,各30名。对照组采用传统培训方式,研究组采用系统化培训,对比2组住培医师的理论知识及临床技能操作成绩,并采取调查问卷了解住培医师对教学效果的评价。结果研究组理论知识及临床技能操作成绩优于对照组,差异有统计学意义(P<0.001)。调查问卷显示研究组住培医师对培训的满意度高于对照组,差异有统计学意义(P<0.05)。结论在肌电图教学中对住培医师进行系统化培训不仅能获得较好的培训效果,还能激发学习兴趣,提高教学效能。Objective To explore the training methods and effects of electromyography teaching for standardized training of residents.Methods A total of 60 physicians who participated in residential training in the electromyography room of Binzhou Medical University Hospital from July 2019 to July 2022 were selected as the study objects.They were divided into the study group and the control group by random number table method,with 30 physicians in each group.The control group received traditional training,while the study group received systematic training.The theoretical knowledge and clinical skills of the two groups were compared,and the evaluation of the teaching effect of the resident training doctors was understood by questionnaire.Results The theoretical knowledge and clinical skill performance of the study group was better than that of control group,and the difference was statistically significant(P<0.001).The questionnaire showed that the satisfaction of systematic training residents was significantly higher than that of control group,and the difference was statistically significant(P<0.05).Conclusion Systematic training of residents can achieve better training effect,stimulate learning interest and improve teaching efficiency.

关 键 词：肌电图 系统化 培训 CBL 住培医师 教学模式 

分 类 号：G642[文化科学—高等教育学]