Mini-CEX联合PBL教学法在PACU实习教学中的应用  

Application of Mini-CEX Combined With PBL Teaching Method in PACU Practice Teaching

作　　者：黄福森[1] 黎平[1] 王静杰[2] HUANG Fusen;LI Ping;WANG Jingjie(Department of Anesthesiology,the First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China;Department of Radiology,the First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China)

机构地区：[1]重庆医科大学附属第一医院麻醉科,重庆400016 [2]重庆医科大学附属第一医院放射科,重庆400016

出　　处：《中国继续医学教育》2024年第17期60-64,共5页China Continuing Medical Education

基　　金：教育部2020年度国家级一流本科专业建设项目(教高厅函[2021]7号)。

摘　　要：目的观察迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)联合以问题为基础的学习(problem-based learning,PBL)教学法在麻醉科实习生麻醉恢复室(post anesthesia care unit,PACU)教学中的应用效果。方法 选择2022年7月-2023年6月在重庆医科大学附属第一医院麻醉科实习的50名实习生作为研究对象,随机将其分为对照组和试验组各25名。对照组采用传统的实习带教模式,试验组采用MiniCEX联合PBL教学法进行教学。比较2组教学前后的Mini-CEX测评分数和考试成绩,同时对教学满意度进行问卷调查。结果 教学前,2组实习生的Mini-CEX得分比较,差异均无统计学意义(P> 0.05)。教学后,2组实习生的Mini-CEX得分均高于教学前,差异有统计学意义(P <0.05)。试验组的病史获取能力[(6.64±0.91)分vs.(4.40±1.41)分]、查体能力[(5.72±1.06)分vs.(4.76±1.13)分]、PACU诊断能力[(5.76±1.33)分vs.(3.92±1.26)分]、处治能力[(5.52±1.19)分vs.(4.44±1.04)分]、人文关怀[(7.08±0.81)分vs.(5.40±1.15)分]、整体评价[(6.04±1.21)分vs.(4.84±0.85)分]得分均高于对照组,差异有统计学意义(P <0.001)。试验组实习生的理论考试成绩为(87.80±2.50)分,实践操作成绩为(92.32±2.12)分,高于对照组的(82.16±5.94)分和(87.60±3.82)分,差异有统计学意义(P <0.001)。试验组在自主学习、临床推理、临床实践、医患沟通和团队合作方面的分数均高于对照组,且差异有统计学意义(P <0.05)。结论 Mini-CEX联合PBL教学法可提高麻醉实习生的临床实践能力。Objective To observe the effectiveness of mini-clinical evaluation exercise(Mini-CEX)combined with problem-based learning(PBL)in teaching anesthesiology trainees in post anesthesia care unit(PACU).Methods A total of 50 interns in the department of anesthesiology of the First Affiliated Hospital of Chongqing Medical University from July 2022 to June 2023 were selected as the study subjects,and randomly divided into 25 interns in the control group and 25 interns in the experimental group.The control group was taught with the traditional internship teaching mode,and the experimental group was taught with Mini-CEX evaluation combined with PBL.The Mini-CEX scores and test scores of two groups were compared before and after the teaching,and a questionnaire survey on teaching satisfaction was also conducted.Results Before teaching,the Mini-CEX scores of the interns in the two groups were compared,and the difference was not statistically significant(P>0.05).After teaching,the Mini-CEX scores of the interns in the two groups were higher than before,and the difference was statistically significant(P<0.05).The experimental group's ability to obtain medical history[(6.64±0.91)points vs.(4.40±1.41)points],ability to check the body[(5.72±1.06)points vs.(4.76±1.13)points],ability to diagnose in the PACU[(5.76±1.33)points vs.(3.92±1.26)points],and ability to treat the disease[(5.52±1.19)points vs.(4.44±1.04)points],humanistic care[(7.08±0.81)points vs.(5.40±1.15)points],and overall evaluation[(6.04±1.21)points vs.(4.84±0.85)points]were higher than those of the control group,and the differences were all statistically significant(P<0.001).The theoretical examination score of the interns in the experimental group was(87.80±2.50)points and the practical operation score was(92.32±2.12)points,higher than(82.16±5.94)points and(87.60±3.82)points of the control group,and the difference was statistically significant(P<0.001).Compared with the control group,the experimental group had higher scores in independent learning,cl

关 键 词：麻醉学 麻醉恢复室 迷你临床演练评估 以问题为基础的学习教学法 出科考试 问卷调查 

分 类 号：G642[文化科学—高等教育学]