iSIM模拟教学法在新生儿疾病鉴别与诊断教学中的应用  

Application of iSIM Simulation Teaching Method in the Teaching of Differentiation and Diagnosis of Neonatal Diseases

作　　者：李燕[1] 罗瑶[1] LI Yan;LUO Yao(Department of Neonatal and Neonatal Intensive Care,Binzhou Medical University Hospital,Binzhou Shandong 256600,China)

机构地区：[1]滨州医学院附属医院新生儿与新生儿重症科,山东滨州256600

出　　处：《中国继续医学教育》2025年第2期82-86,共5页China Continuing Medical Education

摘　　要：目的分析改良综合情景模拟教学法(improved simulation in medical education,iSIM)在新生儿疾病鉴别与诊断教学中的应用。方法选取滨州医学院附属医院2020年2月—2022年4月接受新生儿学教学的医学生80名作为研究对象,采取随机数字表法分为对照组和观察组,每组各40名。对照组在新生儿疾病鉴别与诊断教学中给予常规教学方法,观察组在对照组基础上应用iSIM模拟教学法。对比2组医学理论知识以及实践技评分、临床综合能力以及教学满意度评分。结果观察组的医学理论知识以及实践技能评分分别为(85.14±6.25)分、(83.66±5.14)分,高于对照组[(77.21±5.98)分、(78.51±6.20)分],差异有统计学意义(P<0.001)。观察组的询问病史、体格检查、诊断依据、鉴别诊断依据、诊疗方案制定、预后指导以及沟通能力医学生占比分别为80.00%、82.50%、85.00%、87.50%、90.00%、87.50%以及85.00%,高于对照组(55.00%、62.50%、50.00%、60.00%、57.50%、65.00%、62.50%),差异有统计学意义(P<0.05)。观察组的心灵安全度、主观能动性、临床信息评估能力、学习目标明确性、操作体验性以及总体满意度评分高于对照组,差异有统计学意义(P<0.001)。结论iSIM模拟教学法在新生儿疾病鉴别与诊断教学中的应用能够提高教学成绩和临床综合能力,医学生对该教学方法的满意度较高。Objective To analyze the application of improved simulation in medical education(iSIM)simulation teaching method in the teaching of neonatal disease identification and diagnosis.Methods A total of 80 medical students who received neonatology treated in Binzhou Medical University Hospital teaching from February 2020 to April 2022 were selected as research objects and divided into control group and observation group by random number table method,with 40 students in each group.The control group was taught with the conventional teaching method in the teaching of neonatal disease identification and diagnosis,and the observation group was taught with the iSIM simulation teaching method on the basis of the control group.The scores of medical theoretical knowledge and practical skills,clinical comprehensive ability and teaching satisfaction were compared between the two groups.Results The scores of medical theoretical knowledge and practical skills in the observation group were(85.14±6.25)points and(83.66±5.14)points,respectively,which were higher than those in the control group[(77.21±5.98)points and(78.51±6.20)points],and the differences were statistically significant(P<0.001).In the observation group,the percentages of medical students with medical history,physical examination,diagnosis basis,differential diagnosis basis,diagnosis and treatment plan formulation,prognosis guidance and communication ability were 80.00%,82.50%,85.00%,87.50%,90.00%,87.50%and 85.00%,respectively,which were higher than the control group(55.00%,62.50%,50.00%,60.00%,57.50%,65.00%,62.50%),and the differences were statistically significant(P<0.05).The scores of mental safety,subjective initiative,clinical information evaluation ability,clarity of learning goal,operational experience and overall satisfaction of the observation group were higher than that of the control group,the differences were statistically significant(P<0.001).Conclusion The application of iSIM simulation teaching method in the teaching of neonatal disease identification

关 键 词：iSIM模拟教学法 新生儿疾病 鉴别与诊断 临床综合能力 教学工作 满意度 

分 类 号：G642[文化科学—高等教育学]