混合式教学模式和基于问题学习教学方法在普通外科住院医师规范化培训中的应用效果  

Application effect of the blended learning mode and problem-based learning teaching method in the standardized training of general surgery residents

作　　者：任翊华[1] 司兆明 王毅 岳彩芳[1] 赵云波[1] REN Yihua;SI Zhaoming;WANG Yi;YUE Caifang;ZHAO Yunbo(Department of General Surgery,The First Affiliated Hospital of Jiamusi University,Jiamusi 154002,China)

机构地区：[1]佳木斯大学附属第一医院普通外科,佳木斯154002

出　　处：《浙江医学教育》2025年第2期77-82,共6页Zhejiang Medical Education

基　　金：2021年黑龙江省高等教育教学改革研究一般项目:“疫情期间改良线上PBL教学模式在普通外科住培教学中的探索及应用研究”(SJGY20210883)。

摘　　要：目的评价混合式教学模式和基于问题学习(problem-based learning,PBL)教学方法在普通外科住院医师规范化培训中的应用效果。方法选取2018年1月—2020年1月在佳木斯大学附属第一医院普通外科进行住院医师规范化培训的76名学员为研究对象,将其随机分为试验组和对照组。试验组35名学员采用混合式教学模式和PBL教学方法,对照组41名学员采用传统教学方法。两组学员分别在教学前(入科时)、教学后(出科时)进行理论知识考核,记录考核成绩;同时,两组学员在教学后进行临床实践技能考核。此外,教学后采用问卷调查方法,评估两组学员对各自教学方法的效能认知和情感体验情况。对两组学员教学前后理论知识考核成绩、教学后临床实践技能考核成绩和问卷调查结果进行统计分析。结果教学前,两组学员的理论知识考核成绩比较[(63.87±5.96)分vs.(61.27±7.60)分],其差异无统计学意义(P>0.05)。教学后,试验组学员的理论知识考核成绩高于对照组学员[(80.20±5.55)分vs.(72.00±4.60)分],其差异具有统计学意义(P<0.001)。教学后,临床实践技能考核成绩显示,两组学员在辅助检查和影像学判读站[(72.51±4.12)分vs.(68.20±4.71)分]、临床思维站[(79.80±8.22)分vs.(69.73±6.86)分]考核成绩比较,试验组学员均高于对照组学员,其差异均具有统计学意义(均P<0.001);两组学员接诊病人站考核成绩比较[(74.10±4.18)分vs.(70.40±2.63)分],试验组学员优于对照组学员,其差异具有统计学意义(P<0.05);两组学员基本操作技能站考核成绩比较[(74.93±4.80)分vs.(73.47±4.05)分],其差异无统计学意义(P>0.05)。教学后问卷调查结果显示,试验组学员在提高临床思维能力、提高自主学习能力、增加自主学习时间、提高分析和解决问题能力等方面均优于对照组学员,其差异均具有统计学意义(均P<0.01);试验组学员在提高沟通能力、团队合�Objective To evaluate the application effects of the blended learning mode and problembased learning(PBL)teaching method in the standardized training of general surgery residents.Methods A total of 76 trainees who received standardized training in Department of General Surgery at The First Affiliated Hospital of Jiamusi University from January 2018 to January 2020 were selected as the subjects of the study and randomly divided into an experimental group and a control group.The experimental group consisted of 35 trainees who adopted the blended learning mode and PBL teaching method,while the control group consisted of 41 trainees who used traditional teaching methods.Both groups of trainees were assessed on their theoretical knowledge before(upon entry)and after(upon exit)the training,and their scores were recorded.In addition,the trainees were assessed on their clinical practical skills after the training.Furthermore,a questionnaire survey method was used to evaluate the traineesperceptions of the effectiveness and emotional experiences of their respective teaching methods after the training.The theoretical knowledge assessment scores before and after the training,the clinical practical skills assessment scores after the training,and the questionnaire survey results of both groups were statistically analyzed.Results Before the training,there was no statistically significant difference in the theoretical knowledge assessment scores between the two groups[(63.87±5.96)vs.(61.27±7.60),P>0.05].After the training,the experimental groups theoretical knowledge assessment scores were significantly higher than those of the control group[(80.20±5.55)vs.(72.00±4.60),P<0.001].In the clinical practical skills assessment after the training,the experimental groups scores were higher than those of the control group in the auxiliary examination and imaging reading station[(72.51±4.12)vs.(68.20±4.71)]and in the clinical thinking station[(79.80±8.22)vs.(69.73±6.86)],with both differences being statistically significant(all P

关 键 词：混合式教学 基于问题学习 住院医师规范化培训 普通外科 教学效果评价 

分 类 号：R-05[医药卫生] G640.0[文化科学—高等教育学]