导师制培养模式在儿童重症医学科进修学员的应用  

Application of tutorial system mode in the training of continuing education in pediatric intensive care unit

作　　者：陈禹霖 乔莉娜 贺小丽[1,2] 罗黎力 Chen Yu-lin;Qiao Li-na;He Xiao-li;Luo Li-li(Department of Pediatrics,West China Second University Hospital,Chengdu 610041,China;Key Laboratory of Birth Defects and Related Diseases of Women and Children of the Ministry of Education,Sichuan University,Chengdu 610041,China)

机构地区：[1]四川大学华西第二医院儿科,四川成都610041 [2]四川大学出生缺陷与相关妇儿疾病教育部重点实验室,四川成都610041

出　　处：《四川生理科学杂志》2024年第5期1150-1152,共3页Sichuan Journal of Physiological Sciences

基　　金：国家重点研发计划(2021YFC2701705);四川省科技厅科研项目(2023ZYD0124)。

摘　　要：目的:探索导师制培养模式在儿童重症医学科进修学员的应用效果。方法:选取四川大学华西第二医院2023年1月至12月于儿童重症医学科专科进修的12名学员为研究对象,采用导师制教学,通过对进修学员实施一对一床旁操作及临床思维辅导;同时选取2022年1月至12月传统带教的12名学员作为对照组,采用传统的进修教育模式。培训结束后,比较两组考核成绩及满意度。结果:研究组理论及操作成绩均优于对照组(P<0.05),研究组学员自身评价比常规带教组更高(P<0.05),学员及导师对培养模式满意度更好。结论:导师制教学模式实现因材施教,提高进修学员整体临床思维、识别危急重症能力及操作技能,值得在教学中推广应用。Objective:To explore the application effect of the tutorial system model on continuing education students in pediatric critical care medicine.Methods:12 students who studied in the Department of Pediatric Intensive Care Unit at West China Second University Hospital from January to December 2023 were selected as the research subjects,while twelve students who received traditional teaching from January to December 2022 were selected as the control group.After the training,the scores and satisfaction of the two groups were compared.Results:The theoretical and operational scores of the research group were better than those of the control group(P<0.05),and the self-evaluation of the study group students was higher than that of the traditional teaching group(P<0.05).The satisfaction of the students and teachers in the training mode was better.Conclusion:The tutorial system model achieved individualized teaching,improved the clinical thinking,critical ability,and operational skills of continuing education students,which is worth promoting and applying.

关 键 词：儿童重症医学 导师制 进修培养 临床教学 教学实践 操作技能 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]