孟德尔随机化法评估PDCA循环对口腔医院感染管理教学成效的影响  

Impact of Mendelian randomization method on evaluating effectiveness of PDCA cycle in teaching infection control management in oral hospitals

作　　者：刘雯雅[1] 刘勤 白炜 徐姣[3] Liu Wenya;Liu Qin;Bai Wei;Xu Jiao(Dental Implant Department,Changzhou Traditional Chinese Medicine Hospital,Jiangsu 213000,China;Dental Advanced Expert Diagnosis and Treatment Center,Changzhou Traditional Chinese Medicine Hospital,Jiangsu 213000,China;Stomatology Department,Changzhou Traditional Chinese Medicine Hospital,Jiangsu 213000,China)

机构地区：[1]常州市中医医院口腔种植科,江苏常州213000 [2]常州市中医医院高级专家诊疗中心,江苏常州213000 [3]常州市中医医院口腔科,江苏常州213000

出　　处：《齐齐哈尔医学院学报》2025年第7期686-691,共6页Journal of Qiqihar Medical University

基　　金：常州市卫生健康委重大科技项目(ZD202025)。

摘　　要：目的 评估计划—执行—检查—行动(Plan-Do-Check-Act, PDCA)循环教学模式在口腔医院感染管理教学中的应用效果,特别是其对口腔医学院学生知识掌握、态度转变和实践能力提升的影响。方法 选择2022年1月—2024年6月120名全日制口腔医学专业学生作为研究对象,按随机数表法分为实验组和对照组两组,每组各60人。实验组采用基于PDCA循环的教学模式,对照组采用传统教学方法。通过问卷调查和学生成绩评估,收集教学前后的知识K、态度A、实践P评分变化数据。统计分析采用t检验、线性回归模型,并结合孟德尔随机化方法(Polygenic Risk Score, PRS)探讨教学效果的因果关系。结果 在教学干预后,实验组学生的知识评分显著高于对照组,差异具有统计学意义(P<0.05);在教学干预后,实验组学生的态度评分显著高于对照组,差异具有统计学意义(P<0.05);在教学干预后,实验组学生的实践技能方面评分显著高于对照组,差异具有统计学意义(P<0.05);多变量回归分析进一步确认了PDCA循环教学模式在提高知识(β=9.8,P<0.001)、态度(β=11.7,P<0.001)和实践能力(β=17.1,P<0.001)方面的显著效果。孟德尔随机化分析结果也表明了PDCA循环教学模式与各项评分的提升之间存在显著的因果关系(知识评分β=0.35,P<0.001;态度评分β=0.25,P<0.001;实践评分β=0.40,P<0.001)。结论 本研究表明,PDCA循环教学模式在口腔医院感染管理教学中能够显著提升学生的知识水平、积极态度和实践能力,验证了其在医学教育中的有效性。结合孟德尔随机化方法,为PDCA循环教学模式的因果推断提供了科学依据,具有重要的应用潜力。未来的研究应探索该教学模式在其他教育环境和学科中的应用效果及其长期影响。Objective To evaluate the effectiveness of the PDCA(Plan-Do-Check-Act)cycle teaching model in the context of infection management education in dental hospitals,specifically examining its impact on dental school students'knowledge acquisition,attitude change,and practical ability enhancement.Methods A t total of 120 students majoring in stomatology were randomly assigned to two groups using a random number table:the experimental group(PDCA cycle-based teaching model)and the control group(traditional teaching method),with 60 students in each group.Data were collected through questionnaires and student performance assessments,evaluating changes in knowledge,attitude,and practical ability before and after the intervention.T-tests,linear regression models,and Mendelian randomization methods(Polygenic Risk Score,PRS)were used to analyze causal relationships between teaching effects and the outcomes.Results After teaching intervention,the experimental group significantly outperformed the control group in all evaluated aspects.The knowledge score increased by+13.3±5.2(P<0.001),the attitude score by+15.2±4.6(P<0.001),and the practical score by+20.6±6.3(P<0.001)in the experimental group.In contrast,the control group showed increases of+3.3±2.1(P<0.001),+3.5±2.4(P<0.001),and+3.5±3.2(P<0.001)in knowledge,attitude,and practical scores,respectively.Multivariate regression analysis confirmed the significant effects of the PDCA cycle teaching model on improving knowledge(β=9.8,P<0.001),attitude(β=11.7,P<0.001),and practical skills(β=17.1,P<0.001).Mendelian randomization analysis also indicated a significant causal relationship between the PDCA cycle teaching model and improvements in knowledge(β=0.35,P<0.001),attitude(β=0.25,P<0.001),and practical scores(β=0.40,P<0.001).Conclusions This study demonstrates that the PDCA cycle teaching model significantly enhances students'knowledge,attitude,and practical ability in infection management education in dental hospitals,validating its effectiveness in medical education.The

关 键 词：孟德尔随机化 PDCA循环 口腔医院感染管理 教学成效 因果关系评估 

分 类 号：R197.323[医药卫生—卫生事业管理] R192[医药卫生—公共卫生与预防医学]