PBL-EBM教学法在骨科住院医师规范化培训中的应用  

Application of PBL-EBM Teaching Method in Standardized Training of Orthopedic Residents

作　　者：郭志勇[1] 陈汉政 钟树栅 吴景明[1] 黄君庭 GUO Zhiyong;CHEN Hanzheng;ZHONG Shuzha;WU Jingming;HUANG Junting(Department of Spine Surgery,the First Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510120,China)

机构地区：[1]广州医科大学附属第一医院脊柱外科,广东广州510120

出　　处：《中国继续医学教育》2024年第9期53-57,共5页China Continuing Medical Education

摘　　要：目的探讨以问题为基础的学习结合基于循证医学(problem-based learning,evidence-based medicine,PBL-EBM)教学法在骨科住院医师规范化培训(简称“住培”)临床教学中的应用。方法选择2022年1月—2023年1月在广州医科大学附属第一医院骨科进行住院医师规范化培训的医生作为研究对象,将其随机分为对照组和试验组,试验组57名,其中男51名,女6名;对照组56名,其中男50名,女6名。试验组采用PBLEBM教学法,对照组采用传统教学方法,教学结束后均对2组进行出科考评及教学效果评估。结果试验组出科考评成绩为(92.5±0.22)分,对照组出科考评成绩为(87.6±0.38)分;提高医学文献检索及数据研判能力[试验组(93.5±0.20)分vs.对照组(90.0±0.28)分]、提高临床问题的分析能力[试验组(93.6±0.18)分vs.对照组(89.6±0.25)分]、提高解决临床问题的能力[试验组(93.4±0.25)分vs.对照组(89.1±0.21)分]、提高专业术语交流表达能力[试验组(92.6±0.27)分vs.对照组(89.3±0.23)分],试验组与对照组差异有统计学意义(P<0.001);而在提高学习的主动性、积极性[试验组(92.4±0.40)分vs.对照组(93.0±0.45)分]和提高临床操作能力[试验组(92.4±0.32)分vs.对照组(92.7±0.37)分]上,2组间差异无统计学意义(P>0.05)。结果显示,同传统教学法相比,PBL-EBM教学法,更有助于提高正在进行规范化培训的住院医师的综合分析和解决问题的能力,也有利于提高文献资料检索及循证医学证据的分析辨别能力。结论在骨科住院医师规范化培训临床教学中,采用PBL-EBM教学法具有可行性,有助于提高住培生主动进行文献检索、分析文献资料的最新研究成果及证据,并将其运用到临床实践中制定最佳治疗方案的能力。Objective To investigate the use of a PBLEBM(problem-based learning,evidence-based medicine)teaching method in clinical teaching for standardized training of orthopedic residents.Methods Doctors who underwent standardized training for orthopedic residents at the First Affiliated Hospital of Guangzhou Medical University from January 2022 to January 2023 were randomly assigned to a control group and an experimental group.The experimental group consisting of 57 participants(51 males and 6 females),used PBL-EBM teaching method,while the control group,comprising 56 participants(50 males and 6 females),used traditional teaching method.Both groups were evaluated for their departmental performance and teaching effectiveness upon completion of the teaching.Results The experimental group and the control group showed significant statistical differences(P<0.001)in the following areas:departmental evaluation scores[experimental group(92.5±0.22)points vs.control group(87.6±0.38)points],improved ability to retrieve medical literature and analyze data[(experimental group(93.5±0.20)points vs.control group(90.0±0.28)points],improved ability to analyze clinical problems[experimental group(93.6±0.18)points vs.control group(89.6±0.25)points],improved ability to solve clinical problems[experimental group(93.4±0.25)points vs.control group(89.1±0.21)points],and improved ability to communicate professional terminology[experimental group(92.6±0.27)points vs.control group(89.3±0.23)points.In terms of improving learning initiative and enthusiasm[experimental group(92.4±0.40)points vs.control group(93.0±0.45)points]and enhancing clinical operation ability[experimental group(92.4±0.32)points vs.control group(92.7±0.37)points],there was no significant difference between the two groups(P>0.05).PBL-EBM teaching methods were more effective than traditional teaching methods in improving comprehensive analysis and problemsolving abilities of orthopedic residents undergoing standardized training,as well as in facilitating the ability t

关 键 词：PBL EBM 骨科 住院医师规范化培训 临床教学 教学评价 

分 类 号：G642[文化科学—高等教育学]