PBL联合MDT教学模式在急诊医学科住培中的应用效果  

Teaching Mode in Standardized Training of Emergency Medical Residents

作　　者：郭雪 董岩松 蒋海燕 梁桂文[1,2] 燕雯霄[1,2] 缪华 黄中伟 祁雷 GUO Xue;DONG Yansong;JIANG Haiyan;LIANG Guiwen;YAN Wenxiao;MIAO Hua;HUANG Zhongwei;QI Lei(Department of Emergency Medicine,Affiliated Hospital of Nantong University,Nantong Jiangsu 226001,China;Emergency and General Medicine,Medical School of Nantong University,Nantong Jiangsu 226001,China;Department of Medical Administration,Affiliated Hospital of Nantong University,Nantong Jiangsu 226001,China;Department of Emergency Medicine,Kezhou People's Hospital,Kizilsu Kirghiz Xinjiang 845350,China)

机构地区：[1]南通大学附属医院急诊医学科,江苏南通226001 [2]南通大学医学院急诊与全科医学教研室,江苏南通226001 [3]南通大学附属医院医务部,江苏南通226001 [4]新疆克州人民医院急诊医学科,新疆克孜勒苏柯尔克孜845350

出　　处：《中国继续医学教育》2024年第17期79-82,共4页China Continuing Medical Education

基　　金：2021年江苏省科技副总项目(FZ20210652);江苏省高等教育学会“高校专业课程群和高校学生工作研究”专项课题(2020NDKT020);2022年如皋市指令性科技攻关计划项目[SRG(22)1047]。

摘　　要：目的 探讨以问题为基础(problem-based learning,PBL)的教学法联合多学科会诊(multi-disciplinary treatment,MDT)教学模式在急诊医学科住院医师规范化培训(以下简称“住培”)教学中的应用效果。方法 选取2022年9月-2023年12月在南通大学附属医院急诊医学科参加住培的72名硕士研究生作为研究对象,采用随机数表法将其分为试验组和对照组,每组36名。试验组采用PBL联合MDT教学模式,对照组采用传统教学方法(lecture-based learning,LBL),均进行为期3个月的教学。通过考核成绩和问卷调查结果评价教学效果。结果 试验组住培医师在病史采集、病例诊断、急诊操作、急症处理方面的成绩分别为(14.81±2.58)分、17.50(14.00,19.00)分、15.00(13.00,17.00)分、(15.06±2.96)分,均高于对照组的(12.58±3.17)分、14.00(12.00,15.00)分、13.00(10.80,16.00)分、(13.22±3.11)分,差异有统计学意义(P <0.05)。试验组住培医师在学习兴趣、课堂氛围、自主学习、临床思维方面的满意度分别为[4.05(3.50,4.60)]分、[4.05(3.70,4.50)]分、[4.00(3.60,4.50)]分、(4.09±0.58)分,均高于对照组的[3.05(2.50,3.80)]分、[3.40(2.50,4.10)]分、[3.25(2.80,4.20)]分、(3.05±0.73)分,差异有统计学意义(P <0.05)。结论 PBL联合MDT教学模式在急诊医学科住院医师规范化培训中效果较好。Objective To study the training effect of PBL combined with MDT teaching model in standardized residents training of emergency medicine.Methods A total of 72 residents were randomized divided into an experimental group(n=36)and a control group(n=36)to receive standardized residents training in Department of emergency medicine,Affiliated Hospital of Nantong University from September 2022 to December 2023.The experimental group received PBL combined with MDT teaching mode,and the control group received LBL.Each group received three months of training.Teaching effectiveness was evaluated through assessment scores and questionnaire survey.Results The scores of experimental group resident physician in medical history collection,case diagnosis,emergency operation and emergency management were(14.81±2.58)points,17.50(14.00,19.00)points,15.00(13.00,17.00)points and(15.06±2.96)points,which were higher than those of the control group(12.58±3.17)points,14.00(12.00,15.00)points,13.00(10.80,16.00)points,(13.22±3.11)points.The differences were statistically significant(P<0.05).The satisfaction of experimental group resident physician in learning interest,classroom atmosphere,self-directed learning and clinical thinking were 4.05(3.50,4.60)points,4.05(3.70,4.50)points,4.00(3.60,4.50)points and(4.09±0.58)points,respectively,which were higher than those of the control group[3.05(2.50,3.80)points,3.40(2.50,4.10)points,3.25(2.80,4.20)points and(3.05±0.73)points.The differences were statistically80 China Continuing Medical Education,Vol.16,No.17 significant(P<0.05).Conclusion The PBL combined with MDT teaching model has a good effect in emergency medicine standardized residents training.

关 键 词：PBL教学法 MDT模式 LBL模式 急诊医学科 住院医师规范化培训 硕士研究生 

分 类 号：G643[文化科学—高等教育学]