“雨课堂+工作坊”的参与式教学在急诊实习教学中的应用  

The Application of Participatory Teaching in"Rain Classroom+Workshop"in Emergency Internship Teaching

作　　者：段永春 文静[1] 李芳[1] 赵群远[1] 张笑[1] 嫡娥姆 舒嵩华 陈安宝[1] DUAN Yongchun;WEN Jing;LI Fang;ZHAO Qunyuan;ZHANG Xiao;DI Emu;SHU Songhua;CHEN Anbao(Department of Emergency Internal Medicine,the Second Affiliated Hospital of Kunming Medical University,Kunming Yunnan 650101,China)

机构地区：[1]昆明医科大学第二附属医院急诊内科,云南昆明650101

出　　处：《中国继续医学教育》2024年第12期66-71,共6页China Continuing Medical Education

基　　金：昆明医科大学校级教研教改课题(2021-JY-Y-083)。

摘　　要：目的探讨基于“雨课堂+工作坊”的参与式教学在急诊临床实习教学中的实践与成效。方法选取2021年12月—2022年12月昆明医科大学109名5年制本科临床实习生为研究对象,其均在急诊内科实习1个月。根据随机投硬币将其分为对照组和观察组,对照组51名,观察组58名。观察组采用“雨课堂+工作坊”的参与式教学模式,对照组采用传统的临床实习教学模式。比较2组实习生培训后理论成绩和出科临床技能成绩,教学期间临床技能考核成绩不及格比例,教学期间综合能力调查满意人数占比,采用急诊内科自制的综合能力评价表评估该教学方式对实习生的实习情况。结果观察组理论成绩和临床技能成绩分别为90.00(86.75,93.25)分、85.50(79.00,89.00)分,高于对照组的81.00(78.00,84.00)分、79.00(75.00,81.00)分,差异有统计学意义(P<0.05);观察组问诊、诊断、查体、病历书写、心肺复苏、电除颤和简易呼吸球囊等临床技能考核成绩不及格比例低于对照组,差异有统计学意义(P<0.05),而2组床旁心电图技能考核成绩不及格比例比较,差异无统计学意义(P>0.05);观察组理论知识掌握能力、各项操作能力、沟通交流能力、临床思维能力满意人数占比高于对照组,差异有统计学意义(P<0.05),2组自主学习能力满意人数占比比较,差异无统计学意义(P>0.05);问卷调查结果显示,“雨课堂+工作坊”的参与式教学有利于提高临床教学质量和效果,实习生对该教学方法持肯定态度。结论在带教急诊内科5年制本科实习生中,“雨课堂+工作坊”的参与式教学带教模式可显著提高实习生的实习成绩和综合素质能力,也有利于激发实习生的学习兴趣、提高学习效率。Objective To explore the practice and effectiveness of participatory teaching based on"rain classroom+workshop"in emergency clinical practice teaching.Methods A total of 109 five-year undergraduate clinical interns from Kunming Medical University from December 2021 to December 2022 were selected as the research subjects,all of whom interned in the department of emergency internal medicine for one month.According to the random coin toss,they were divided into a control group and an observation group,with 51 interns in the control group and 58 interns in the observation group.The observation group adopted a participatory teaching mode of"rain classroom+workshop",while the control group adopted a traditional clinical internship teaching mode.The students of two groups were compared after the training of theoretical results and clinical skills results,the proportion of clinical skills during the teaching failed assessment,the proportion of students satisfied with the comprehensive ability survey during the teaching.The comprehensive ability evaluation table made by ourselves was used to evaluate the effect of this teaching method on interns'practice.Results The theoretical scores and clinical skill scores of the observation group were 90.00(86.75,93.25)points and 85.50(79.00,89.00)points,respectively,which were higher than 81.00(78.00,84.00)points and 79.00(75.00,81.00)points of the control group,and the difference was statistically significant(P<0.05).The proportion of failed clinical skill assessments such as consultation,diagnosis,physical examination,medical record writing,cardiopulmonary resuscitation,defibrillation,and simple breathing balloon in the observation group was lower than that in the control group,and the difference was statistically significant(P<0.05).There was no statistically significant difference in clinical skill assessments of bedside electrocardiogram between the two groups(P>0.05).The number of satisfied individuals in the observation group was higher than that in the control group in terms

关 键 词：雨课堂 工作坊 参与式教学 急诊医学 实习教学 本科生 

分 类 号：G642[文化科学—高等教育学]