阶段式目标联合小组学习教学法在神经介入教学中的应用  

Combining huddle-learning and Phased-Objective Teaching in the Provision of Neurointerventional Therapy Instructions for Treating Ischemic

作　　者：高鹏[1] 王志飞 焦力群[1] GAO Peng;WANG Zhifei;JIAO Liqun(The Neurointerventional Radiology Unit,Xuanwu Hospital,Capital Medical University,Beijing 100053,China;Department of Neurology,Jilin People's Hospital,Jilin,Jilin 132000,China)

机构地区：[1]首都医科大学宣武医院神经介入放射科,北京100053 [2]吉林省吉林市人民医院神经内科,吉林吉林132000

出　　处：《手术电子杂志》2024年第3期27-31,共5页Electronic Journal of Medical Operations

基　　金：国家卫生健康委能力建设和继续教育中心2021年度课题(GWJJ2021100202)

摘　　要：目的 探讨阶段式目标联合小组学习教学法在缺血性脑血管神经介入治疗教学中的应用效果。方法 选取2019年2月—2022年2月首都医科大学宣武医院神经介入放射科接收为期1年培训的进修学员107名作为研究对象,将所有进修学员分为非联合组与联合组,其中非联合组36人,联合组71人。非联合组采用阶段式目标教学,联合组采用阶段式目标联合小组学习教学,采用理论考试、操作考试对两组学员进行评估。结果 通过12个月的缺血性脑血管神经介入治疗的培训,联合组在中期理论考试、末期理论考试、全脑血管造影考试成绩获得良好或优秀人数占比均高于非联合组(中期理论考试84.51%比61.11%,P<0.01;末期理论考试81.69%比55.56%,P<0.05;全脑血管造影考试74.65%比55.56%,P<0.05)。结论 阶段式目标联合小组学习教学法在包括介入理论学习以及全脑血管造影教学应用中有良好的效果。Objective To investigate the effect of learning huddles combined with staged target teaching applied in the teaching of neurointerventional therapy for ischemic cerebrovascular diseases.Methods From February 2019 to February 2022,107 trainees of two sessions receiving training for 1 year in the Department of Interventional Radiography,Xuanwu Hospital,Capital Medical University were selected,and divided into two groups,with 36 trainees in the non-combined group and 71 trainees in the combined group.The non-combined group was trained by staged target teaching alone,while the combined group was trained by learning huddles combined with staged target teaching.The two groups were assessed by theory examinations and operation examinations.Results After the 12-month training of neurointerventional therapy for ischemic cerebrovascular diseases,In the combined group,the proportions of good or excellent scores in the interim theory examination,the final theory examination and the whole-brain angiography examination were all higher than those of the non-combined group(interim theory examination 84.51%vs.61.11%,P<0.01;final theory examination 81.69%vs.55.56%,P<0.05;whole-brain angiography examination 74.65%vs.55.56%,P<0.05).Conclusion Learning huddles combined with staged target teaching has good effects on interventional theory learning and whole-brain angiography teaching.

关 键 词：阶段式目标教学法 小组学习 缺血性脑血管病 介入治疗 神经介入放射学 

分 类 号：G63[文化科学—教育学]