| 于朝霞,郭 驹,张向阳,刘 瑶,陈淑萍.医学模拟教学结合以问题为导向的教学模式在重症医学教学中的应用研究[J].,2017,17(32):6367-6370 |
| 医学模拟教学结合以问题为导向的教学模式在重症医学教学中的应用研究 |
| Application of Simulation-based Medical Education Combined with Problem-based Learning Teaching Model in Education of Critical Care Medicine |
| 投稿时间：2017-03-28 修订日期：2017-04-25 |
| DOI：10.13241/j.cnki.pmb.2017.32.037 |
| 中文关键词: 医学模拟教学 以问题为导向的教学 教学模式 重症医学 |
| 英文关键词: Simulation-based medical education Problem-based learning Teaching model Critical care medicine |
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| 中文摘要: |
| 摘要 目的：探讨医学模拟教学结合以问题为导向（PBL）的教学模式在重症医学教学中的应用价值。方法：选取2015年1月~2017年1月在我院重症医学科轮转实习的五年制医学生64人作为研究对象。按随机数字表法将64名医学生分为PBL组（n=32）和结合教学组（n=32）。PBL组采用PBL教学，结合教学组采用医学模拟结合PBL教学。分别在入科时和轮转实习结束时对两组学员进行理论考试和技能操作考核，记录成绩并比较。理论考试和技能操作考核后采取发放问卷进行调查的形式获得学员对教学效果的主观评价。结果：轮转实习结束时，两组理论考试分数差异无统计学意义（P>0.05）；而结合教学组技能操作考核成分数显著高于PBL组，差异具有统计学意义（P<0.05）。两组学员在教学方法接受度高、学习兴趣提升、自学能力提升和临床诊疗水平提高所占比例差异无统计学意义（P>0.05）；结合教学组学员在团队协作能力提高、沟通能力与人文关怀提高和技能操作水平提高所占比例高于PBL组，差异有统计学意义（P<0.05）。结论：与单独PBL教学相比较，医学模拟教学结合PBL的教学模式应用于重症医学教学对学员技能操作的掌握有更好的效果，同时能提高学员团队协作能力、沟通能力以及对患者的人文关怀，且受到学员的认同与喜爱，应在重症医学的教学实践中逐步完善并进一步推广应用。 |
| 英文摘要: |
| ABSTRACT Objective: To investigate the application value of simulation-based medical education combined with problem-based learning (PBL) teaching model in education of critical care medicine. Methods: A total of 64 five-year medical students, who were practised in department of critical care medicine by turns from January 2015 to January 2017, were chosen and randomly divided into PBL group (n=32) and combined teaching group (n=32). PBL teaching model was used in the PBL group, while simulation-based medical education combined with PBL teaching model was used in the combined teaching group. Theoretical examination and skills assessment were carried out when students entered the department and at the end of rotation practice, and the scores of the two group were recorded and compared. After theoretical examination and skills assessment,questionnaires were used to obtain the subjective evaluation of the teaching effect. Results: After rotation practice, there was no significant difference in the theoretical test scores between the two groups (P>0.05), while the skills assessment scores of combined teaching group were higher than those of PBL group, the difference was statistically significant (P<0.05). There were no significant differences in the proportions of high acceptance of teaching methods,improvement of learning interest, improvement of self-learning ability and improvement of clinical diagnosis and treatment between the two groups (P>0.05). The improvement of team cooperation ability, communication ability and humanistic care and clinical skills of the combined teaching group were higher than those of the PBL group, the difference was statistically significant (P<0.05). Conclusion: Compared with individual PBL teaching, application of the simulation-based medical education combined with PBL teaching model in the education of critical care medicine has a better effect on the students' clinical skills and can improve students' teamwork ability, communication ability and humanistic care to patients, which has been recognized and loved by the students. It should be perfected and popularized in the teaching practice of critical care medicine. |
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