联合PBL和iSIM情景模拟教学在产儿团体合作培训中的应用  

Application of combining PBL and iSIM scenario simulation teaching in collaborative training of obstetric and pediatric teams

作　　者：杨秀芳[1] 曹伍兰[2] 陈简[1] 朱侨伟 郑婉文[2] 曾柳钰 YANG Xiufang;CAO Wulan;CHEN Jian;ZHU Qiaowei;ZHENG Wanwen;ZENG Liuyu(Department of Neonatology,Zhongshan City People’s Hospital,Zhongshan 528403,China;Department of Obstetrics and Gynecology,Zhongshan City People’s Hospital,Zhongshan 528403,China;Graduate School,Guangdong Medical University,Zhanjiang 523808,China)

机构地区：[1]中山市人民医院新生儿科,广东中山528403 [2]中山市人民医院产科,广东中山528403 [3]广东医科大学研究生院,广东湛江523808

出　　处：《中国医学教育技术》2024年第3期384-388,共5页China Medical Education Technology

基　　金：2021年广东省临床教学基地教学改革研究项目(2021JD132)。

摘　　要：目的将基于问题的学习(problem based learning,PBL)联合优化情景模拟教学模式(improving simulation instructional methods,iSIM)应用于产儿科团队合作培训,探讨该教学模式在产儿科对临床医学本科实习医师的团队合作能力、新生儿急救实践技能和学生对教学模式的满意度的影响。方法将2022年7月—2023年6月在中山市人民医院产科和新生儿科轮转的四年级实习医师共72人,按工号末位奇偶数随机分为试验组(n=36)和对照组(n=36)。两组均实行小组教学,每6人为一个小组。所有人员前期均接受产科危重症、新生儿复苏的理论培训。其中,对照组采用传统授课+操作示范的教学模式;试验组采用PBL+iSIM情景模拟教学模式,期间穿插标准家属进行医患沟通,试验组和对照组每1个小组6个实习医师,利用Excel现场随机抽签确定所演练的角色分工。教学结束后比较两组实习医师理论、操作考核成绩、医患沟通能力和学生的满意度,并用团队合作评价工具(CSAT)进行评价,应用统计学方法,分析并评估PBL+iSIM情景模拟教学模式在产儿科团体合作培训与传统的教学模式培训教学效果差异。结果两组实习医师除了理论成绩和个人准备工作项目得分差异无统计学意义(P>0.05)外,操作考核成绩、医患沟通能力、学生的满意度以及CSAT评价指标总分和其他项目的组间差异均具有统计学意义(均P<0.05),结果提示PBL联合iSIM情景模拟教学模式优于传统的教学模式。结论PBL联合iSIM情景模拟教学模式应用在临床本科实习生的产儿科合作项目中有较大的优势,有利于提高临床医学本科实习生对产科和新生儿急救技能的掌握水平,提高教学效果和教学质量。Objective To apply PBL(problem-based learning)combined with iSIM(improving simulation instructional methods)scenario simulation teaching mode in collaborative training of obstetric and pediatric teams,and explore the impact of this teaching mode on the collaborative ability of clinical medical undergraduate interns in obstetric and pediatric teams,neonatal emergency practice skills,and students’satisfaction with the teaching mode.Methods A total of 72 forth grade interns rotating in the Obstetrics and Neonatology Department of Zhongshan City People’s Hospital from July 2022 to June 2023 were randomly divided into the experimental group(n=36)and the control group(n=36)according to the last odd or even number of job number.Both groups were taught in small groups,with 6 students in one group.All personnel received theoretical training on obstetric critical illness and neonatal resuscitation in the early stages,with the control group using traditional theoretical teaching and operational demonstration teaching modes,and the experimental group using PBL+iSIM scenario simulation teaching modes.During this period,standard family members were interspersed for doctor-patient communication.Each group had 6 interns,and their roles were decided through random drawing lots using Excel on the site.After the teaching was completed,the theoretical and operational assessment scores,doctor-patient communication skills,and students’satisfaction of the two groups of interns were compared,and CSAT was applied to make evaluation.Statistical methods were used to analyze and evaluate the differences in the teaching effectiveness of PBL+iSIM situational simulation teaching mode and traditional teaching mode in obstetrics and pediatrics team collaborative training.Results There was no significant difference between the two groups in terms of the scores of theoretical scores and individual preparation(P>0.05).Except for that,there were significant differences between the two groups in operational assessment scores,doctor-patient comm

关 键 词：基于问题的学习 模拟情景教学法 教学模式 产儿科合作 

分 类 号：G642.0[文化科学—高等教育学]