“六顶思考帽”思维模式结合CBL-RISE在胸外科临床实习教学中的应用  

Application of the thinking pattern of"Six Thinking Hats"combined with case-based learning-reference induced self-education teaching in clinical practice teaching of thoracic surgery

作　　者：梁恒星[1,2] 何雪[2] 谭思创[2] 钱邦伦 姚倩倩[3] Liang Hengxing;He Xue;Tan Sichuang;Qian Banglun;Yao Qianqian(Department of Thoracic Surgery,Guilin Hospital,The Second Xiangya Hospital of Central South University,Guilin541105,China;Department of Thoracic Surgery,The Second Xiangya Hospital of Central South University,Changsha410011,China;Center of Stomatology,The Second Xiangya Hospital of Central South University,Changsha410011,China)

机构地区：[1]中南大学湘雅二医院桂林医院胸外科,桂林541105 [2]中南大学湘雅二医院胸外科,长沙410011 [3]中南大学湘雅二医院口腔医学中心,长沙410011

出　　处：《中华医学教育探索杂志》2024年第11期1523-1527,共5页Chinese Journal of Medical Education Research

基　　金：中南大学创新创业教育教学改革研究项目(2021CG071)。

摘　　要：目的探讨"六顶思考帽"思维模式结合案例教学(case-based learning,CBL)-以文献为导向的自我学习(reference induced self-education,RISE)在胸外科临床实习教学中的应用效果。方法选取在中南大学湘雅二医院胸外科实习的122名实习生为研究对象,根据入科先后顺序纳入61名实习生为对照组,采用常规教学方法;61名实习生为观察组,采用"六顶思考帽"思维模式结合CBL-RISE教学。实习后比较两组实习生考核成绩、自主学习能力、临床思维能力、自我表现能力及对教学的认可度评价。采用SPSS 22.0进行t检验和卡方检验。结果观察组实习生理论与技能考核成绩均高于对照组[基本知识点掌握:(55.42±3.65)分vs.(49.57±3.23)分;病例分析:(20.13±2.19)分vs.(16.42±2.74)分;病历书写规范:(18.29±2.17)分vs.(15.12±2.05)分;动手操作能力:(20.32±2.04)分vs.(17.51±1.89)分;出科成绩:(30.34±3.24)分vs.(27.19±3.07)分],差异有统计学意义(P<0.05)。实习后,两组实习生自主学习能力和临床思维能力评分均升高,且观察组高于对照组[自主学习能力:(90.73±6.88)分vs.(85.54±6.53)分;临床思维能力:(105.62±10.19)分vs.(100.47±10.45)分],差异有统计学意义(P<0.05)。观察组实习生自我表现能力优于对照组(P<0.05)。观察组实习生对教学的认可度评价高于对照组,差异有统计学意义(P<0.05)。结论"六顶思考帽"思维模式结合CBL-RISE教学可以提高胸外科实习生考核成绩,并激发其学习能力、思维能力和自我表现能力。ObjectiveTo investigate the application effect of the thinking pattern of"Six Thinking Hats"combined with case-based learning-reference induced self-education(CBL-RISE)teaching in clinical practice teaching of thoracic surgery.MethodsA total of 122 interns who received clinical practice teaching in Department of Thoracic Surgery in the Second Xiangya Hospital of Central South University were selected as subjects,and according to the admission order,they were divided into control group(61 interns receiving routine teaching)and observation group(61 interns receiving the thinking pattern of"Six Thinking Hats"combined with CBL-RISE teaching).After teaching,the two groups were compared in terms of assessment scores,self-learning ability,clinical thinking ability,self-expression ability,and recognition of teaching.SPSS 22.0 was used to perform the t-test and the chi-square test.ResultsThe observation group had significantly higher theoretical and skill assessment scores than the control group[mastery of basic knowledge:(55.42±3.65)vs.(49.57±3.23),P<0.05;case analysis:(20.13±2.19)vs.(16.42±2.74),P<0.05;medical record writing:(18.29±2.17)vs.(15.12±2.05),P<0.05;operational ability:(20.32±2.04)vs.(17.51±1.89),P<0.05;performance score:(30.34±3.24)vs.(27.19±3.07),P<0.05].After practice teaching,both groups had increases in the scores of self-learning ability and clinical thinking ability,and the observation group had significantly higher scores than the control group[self-learning ability:(90.73±6.88)vs.(85.54±6.53),P<0.05;clinical thinking ability:(105.62±10.19)vs.(100.47±10.45),P<0.05].Compared with the control group,the observation group had a significantly better self-expression ability(P<0.05)and a significantly higher degree of recognition of teaching(P<0.05).ConclusionsThe thinking pattern of"Six Thinking Hats"combined with CBL-RISE teaching can improve the assessment scores of interns in thoracic surgery and stimulate their learning ability,thinking ability,and self-expression ability.

关 键 词：“六顶思考帽”思维模式 案例教学-以文献为导向的自我学习 胸外科 临床实习 

分 类 号：R-05[医药卫生]