分层递进PBL教学模式在骨科住院医师规范化培训中的应用探索  

Application Exploration of Stratified Progressive PBL Teaching Model in Orthopaedics Residency Standardized Training

作　　者：黄江[1] 曹磊[1] 孙祥耀 曹光磊[1] 王居勇[1] Huang Jiang;Cao Lei;Sun Xiangyao;Cao Guanglei;Wang Juyong(Department of Orthopedics,Xuanwu Hospital,Capital Medical University,Beijing 100053,China;不详)

机构地区：[1]首都医科大学宣武医院,北京市100053

出　　处：《中国病案》2024年第12期97-100,共4页Chinese Medical Record

基　　金：首都医科大学宣武医院教学课题(2020XWJXGG-09)。

摘　　要：目的探讨以胜任力为导向的分层递进PBL教学法在骨科住院医师规范化培训中的应用效果,为提升教学查房提供参考依据。方法研究抽取2022年1月1日-2023年12月31日某医院骨科住院医师规范化培训医师为研究对象,随机分为观察组即分层递进PBL教学查房组和对照组即传统教学查房组,各30人,比较2组规培医师和教师的教学查房满意度,综合考核评分及临床思维与决策能力评分。结果在学员满意度评分方面,观察组(93.09±2.12)分高于对照组(88.98±3.17)分;教师满意度评分方面,观察组(95.33±3.25)分高于照组(90.63±2.83)分;综合考核评分方面,观察组(96.67±1.54)分高于对照组(92.26±2.03)分,比较均P<0.05,差异具有统计学意义。在临床思维与决策能力的考核中,观察组二年级学员(92.33±3.12)分和三年级学员(93.23±2.48)分的成绩显著优于对照组二年级(90.93±2.11)分和三年级(89.90±1.97)分,P<0.05,差异具有统计学意义。结论分层递进PBL教学法继承了PBL的教学优势,同时也通过因材施教的方式,能有效提升规培学员和教师的整体满意度,进一步激发了学员的学习热情和积极性,有效促进分析和解决问题的综合能力的发展。Objectives To explore the application effect of competency-oriented Stratified Progressive PBL teaching method in orthopaedics residency standardized training,and provide a reference basis for improving the teaching ward rounds.Methods In this study,the standardized training physicians of orthopedic residents in a hospital from January 1st,2022 to December 31st,2023 were selected as the research objects,and randomly divided into experimental group(Stratified Progressive PBL teaching ward round group)and control group(Traditional teaching ward round group),with 30 people in each group.The effect of teaching ward round was compared between the two groups.Results In terms of student satisfaction score,the observation group(93.09±2.12)compared with the control group(88.98±3.17),the teacher satisfaction score,the observation group(95.33±3.25)compared with the control group(90.63±2.83),and the comprehensive assessment score,the observation group(96.67±1.54)compared with the control group(92.26±2.03)showed significant differences(P<0.01).In the assessment of clinical thinking and decision-making ability,the scores of grade2 students(92.33±3.12)and grade 3 students(93.23±2.48)in the observation group were significantly better than those of grade 2students(90.93±2.11)and grade 3 students(89.90±1.97)in the control group(P<0.05).Conclusions The Stratified Progressive PBL model not only inherited the teaching advantages of PBL,but also effectively improved the overall satisfaction of the trainees and teachers by teaching students in accordance with their aptitude,further stimulated the enthusiasm and enthusiasm of the trainees,and effectively promoted the development of their comprehensive ability in analyzing and solving problems.

关 键 词：分层递进 PBL 骨科 住院医师规范化培训 

分 类 号：R-4[医药卫生] C975[经济管理—劳动经济]