基于转化医学思维的双轨教学法在全科规培教学中的应用  

Application of Dual track Teaching Method Based on Translational Medicine Thinking in General Discipline Training Teaching

作　　者：朱磊[1] 李晓君 刘晓峰 ZHU Lei;LI Xiaojun;LIU Xiaofeng(Department of General Medicine,Wuhan Sixth Hospital(Jianghan University Affiliated Hospital),Wuhan 430000,Hubei,China;Department of Cardiology,Wuhan Sixth Hospital(Jianghan University Affiliated Hospital),Wuhan 430000,Hubei,China;Department of Oncology,Hankou Hospital,Wuhan 430000,Hubei,China)

机构地区：[1]武汉市第六医院(江汉大学附属医院)全科医学科,湖北武汉430000 [2]武汉市第六医院(江汉大学附属医院)心血管内科,湖北武汉430000 [3]汉口医院肿瘤科,湖北武汉430000

出　　处：《中国卫生产业》2024年第18期24-28,共5页China Health Industry

基　　金：湖北省卫生健康委临床医学教育教学改革研究项目(HBJG-220029)。

摘　　要：目的分析全科住院医师规范化培训(简称规培)教学中开展基于转化医学思维的双轨教学法的效果。方法选取2023年1—12月武汉市第六医院的60名全科规培生为研究对象。通过随机数字表法将其分为两组,每组30名。对照组采取基于问题的学习(problem-based learning,PBL)+基于案例的学习(case-based learning,CBL)教学法,观察组采取基于转化医学思维的双轨教学法。从学生测试成绩、自主学习能力、临床思维能力、规培生对教学模式的满意度评价两组教学效果。结果观察组学生理论知识考核、操作技能考核、临床综合能力考核成绩与对照组比较更高,差异有统计学意义(P均<0.05)。培训后两组自主学习能力评分均比培训前升高,且观察组比对照组更高,差异有统计学意义(P均<0.05)。培训后两组临床思维能力评分均比培训前升高,且观察组比对照组更高,差异有统计学意义(P均<0.05)。观察组由理论到临床诊疗知识的过渡、实践技能锻炼以及整体学习效果的满意度分别为96.67%(29/30)、93.33%(28/30)、96.67%(29/30),高于对照组的76.67%(23/30)、70.00%(21/30)、76.67%(23/30),差异有统计学意义(χ^(2)=5.192、5.454、5.192,P均<0.05)。结论全科规培中开展基于转化医学思维的双轨教学法,有助于提升教学效果,增强学生自主学习能力,促进临床思维发展,提升带教满意度。Objective To analyze the effect of dual-track teaching method based on translational medicine thinking in general practice regulation training(referred to as"standardized training").Methods A total of sixty students of Wuhan Sixth Hospital from January 2023 to December 2023 were selected.All the students were divided into two groups by the random number table method,with thirty students in each group.The control group adopted the problem-based learning(PBL)+case-based learning(CBL)teaching method,and the observation group adopted the dual-track teaching method based on translational medicine thinking.The teaching effect of the two groups was evaluated in students´test performance,independent learning ability,clinical thinking ability and the students´satisfaction with the teaching mode.Results In the observation group,the assessment of theoretical knowledge,operational skills and clinical comprehensive ability assessment improved compared with those of the control group,and the differences were statistically significant(all P<0.05).After the training,clinical thinking ability scores in both groups were higher than those before the training,and the observation groups were higher than the control group,and the differences were statistically significant(all P<0.05).The satisfaction rates of the transition from theory to clinical diagnosis and treatment knowledge,practical skills training and overall learning effect in the observation group were 96.67%(29/30),93.33%(28/30)and 96.67%(29/30),respectively,which were higher than those in the control group 76.67%(23/30),70.00%(21/30),76.67%(23/30),and the differences were statistically significant(χ^(2)=5.192,5.454,5.192,all P<0.05).Conclusion The dual-track teaching method based on the transformation of medical thinking in the general practice planning and training is helpful to improve the teaching effect,enhance students´independent learning ability,promote the development of clinical thinking,and improve the satisfaction of teaching.

关 键 词：全科医学 住院医师规范化培训 转化医学思维 双轨教学法 临床思维能力 自主学习能力 

分 类 号：R19[医药卫生—卫生事业管理]