PBL联合TBL在急诊医学临床带教中的应用及对实习生评判性思维能力的影响  

The Application of PBL Combined with TBL in Clinical Teaching of Emergency Medicine and Its Influence on Interns'Critical Thinking Ability

作　　者：朱文娟 王明春[2] 程向前 徐测梁[1] 马骏麒[1] 王明礼 ZHU Wenjuan;WANG Mingchun;CHENG Xiangqian;XU Celiang;MA Junqi;WANG Mingli(Emergency Center,Xinjiang Medical University Affiliated Traditional Chinese Medicine Hospital,Urumqi 830000,Xinjiang Uygur Autonomous Region,China;Department of Surgical Anesthesia,Xinjiang Medical University Affiliated Traditional Chinese Medicine Hospital,Urumqi 830000,Xinjiang Uygur Autonomous Region,China)

机构地区：[1]新疆医科大学附属中医医院急救中心,新疆维吾尔自治区乌鲁木齐830000 [2]新疆医科大学附属中医医院手术麻醉科,新疆维吾尔自治区乌鲁木齐830000

出　　处：《中国卫生产业》2024年第22期13-16,49,共5页China Health Industry

基　　金：新疆医科大学附属中医医院院内课题:教育教学研究专项(ZYY2021JX07)。

摘　　要：目的探讨以问题为基础的学习法(problem-based learning,PBL)联合以团队为基础的学习法(teambased learning,TBL)在急诊医学临床带教中的应用及对实习生评判性思维能力的影响。方法选取2021年9月—2022年12月新疆医科大学附属中医医院急诊科的70名实习生为研究对象,按照带教方法不同分为两组,各35名。2021年9月—2022年4月采用常规急诊医学临床带教,为对照组,2022年5—12月采用PBL联合TBL进行急诊医学临床带教,为研究组。比较两组实习生的实习考核成绩、岗位胜任力、评判性思维能力以及教学满意度。结果研究组实习生理论知识成绩、实践技能成绩均高于对照组,差异有统计学意义(P均<0.05);研究组总考核成绩为(90.64±4.41)分,高于对照组的(82.97±3.48)分,差异有统计学意义(t=8.077,P<0.05)。教学后研究组实习生的岗位胜任力与评判性思维能力评分均较对照组高,差异有统计学意义(P<0.05)。教学满意度评价中,研究组实习生对于学习氛围、授课形式、学习兴趣、自学能力、教学态度的评分均高于对照组,差异有统计学意义(P均<0.05)。结论PBL联合TBL在急诊医学临床带教中具有理想的应用效果,能够培养实习生的评判性思维能力,强化其岗位胜任力,提高教学满意度。Objective To explore the application of problem-based learning(PBL)combined with team-based learning(TBL)in clinical teaching of emergency medicine and its influence on critical thinking ability of interns.Methods From September 2021 to December 2022,seventy interns from the Emergency Department of the Affiliated Traditional Chinese Medicine Hospital of Xinjiang Medical University were selected as the research objects.They were divided into two groups according to different teaching methods,thirty-five in each group.From September 2021 to April 2022,routine clinical teaching of emergency medicine was used as the control group.From May to December 2022,PBL combined with TBL was used for clinical teaching of emergency medicine as the study group.The internship assessment results,post competency,critical thinking ability and teaching satisfaction of the two groups of interns were compared.Results The scores of theoretical knowledge and practical skills of interns in the study group were higher than those in the control group,and the differences were statistically significant(both P<0.05).The total assessment score of the study group was 90.64±4.41,which was higher than 82.97±3.48 of the control group,and the difference was statistically significant(t=8.077,P<0.05).After teaching,the scores of post competency and critical thinking ability of interns in the study group were higher than those in the control group,and the differences were statistically significant(both P<0.05).In the evaluation of teaching satisfaction,the scores of interns in the study group on learning atmosphere,teaching form,learning interest,self-learning ability and teaching attitude were higher than those in the control group,and the differences were statistically significant(all P<0.05).Conclusion PBL combined with TBL has an ideal application effect in clinical teaching of emergency medicine,which can cultivate interns'critical thinking ability,strengthen their post competence and improve teaching satisfaction.

关 键 词：以问题为基础的学习法 以团队为基础的学习法 急诊医学临床带教 实习生 评判性思维能力 

分 类 号：R19[医药卫生—卫生事业管理]