摘要
目的探索案例教学法(case-based learning,CBL)联合多学科诊疗模式(multi-disciplinary treatment,MDT)在胰胃外科住院医师规范化培训(简称“住培”)中的应用价值。方法 选取2022年8月—2023年8月于中国医学科学院肿瘤医院胰胃外科进行住培的40名住院医师为研究对象,随机分为观察组和对照组,每组各20名。观察组采用CBL联合MDT教学模式,对照组采用传统教学法。比较2组教学总体满意度、教学效果、基础知识、实践技能结果的差异。结果 观察组住培医师对教学满意度为95.00%,高于对照组的75.00%,差异有统计学意义(P <0.05)。观察组有1名住培医师因准备时间较长对教学不满意,占比5.00%;对照组有5名住培医师因住培医师认识授课不够新颖、内容枯燥以及无法与临床实践相结合等对教学不满意,占比25.00%。观察组住培医师认为能够激发学习兴趣、提高学习效率、加强自学能力、加深知识理解和改善临床思维人数占比(85.00%、80.00%、90.00%、75.00%、90.00%)高于对照组(45.00%、45.00%、50.00%、40.00%、45.00%),差异有统计学意义(P <0.05)。观察组的基础理论知识和临床病例分析成绩[(41.85±2.56)分、(42.20±1.91)分]均高于对照组[(38.10±2.59)分、(38.85±2.23)分],差异有统计学意义(P <0.05);2组实践技能成绩比较[(86.10±2.59)分、(85.15±1.93)分],差异无统计学意义(P> 0.05)。结论 CBL联合MDT教学模式在胰胃外科的住培教学中更有优势,能够提高教学总体满意度,改善教育效果,调动住培医师的积极性和激发学习兴趣,提高住培医师的理论和实践能力。
Objective To explore the application effect of case-based learning(CBL)combined with multi-disciplinary treatment(MDT)teaching mode in standardized training(short for residential trainees below)of pancreatic and gastric surgery residents.Methods A total of 40 residential trainees who underwent residency training at the department of pancreatic and gastric surgical oncology,Chinese Academy of Medical Sciences and Peking Union Medical College from August 2022 to August 2023 were selected as the research subjects.They were randomly divided into an observation group and a control group,with 20 physicians in each group.The observation group used CBL combined with MDT teaching mode,while the control group used traditional teaching method.The differences in overall satisfaction,teaching effectiveness,basic knowledge,and practical skills results between two groups of teaching were compared.Results The satisfaction rate of residential trainees in the observation group was 95.00%,higher than 75.00%in the control group,and the difference was statistically significant(P<0.05).1 residential trainee in the observation group was dissatisfied with teaching due to long preparation time,accounting for 5.00%.There were 5 residential trainees in the control group who were dissatisfied with teaching due to their lack of innovative understanding,dull content,and inability to integrate with clinical practice,accounting for 25.00%.The proportion of residential trainees in the observation group who believed that it could stimulate learning interest,improve learning efficiency,strengthen self-learning ability,deepen knowledge understanding, and improve clinical thinking (85.00%, 80.00%, 90.00%, 75.00%, 90.00%) was higher than that of the control group (45.00%, 45.00%, 50.00%, 40.00%, 45.00%), and the difference was statistically significant (P<0.05). The basic theoretical knowledge and clinical case analysis scores of the observation group [(41.85±2.56) points and (42.20±1.91) points] were higher than those of the control group [(38.10±2.59) points and (38.85±2.23) points], with statistical significance (P<0.05). There was no statistically significant difference (P>0.05) in the comparison of practical skills scores between two groups [(86.10±2.59) points and (85.15±1.93) points]. Conclusion The CBL combined with MDT teaching mode has more advantages in the residential trainees teaching of pancreatic and gastric surgery, which can improve overall satisfaction with teaching, improve educational effectiveness, mobilize the enthusiasm of residential training physicians, stimulate learning interest, and enhance their theoretical and practical abilities.
作者
任虎
张水生
解亦斌
徐泉
王成锋
张建伟
REN Hu;ZHANG Shuisheng;XIE Yibin;XU Quan;WANG Chengfeng;ZHANG Jianwei(Department of Pancreatic and Gastric Surgical Oncology,National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital,Chinese Academy of Medical Sciences and Peking Union Medical College,Beijing 100021,China)
出处
《中国继续医学教育》
2024年第11期43-47,共5页
China Continuing Medical Education
基金
国家自然科学基金面上项目(81972314)
中国癌症基金会北京希望马拉松专项基金青年课题(LC2021B20)。
