创造性思维导图结合PBL在肿瘤科规培医师带教中的作用探讨

The role of creative mind mapping combined with PBL in the teaching of standardized residency training of oncologists

目的探讨创造性思维导图结合以问题为基础的学习(problem based learning,PBL)在肿瘤科规培医师带教中的作用。方法将2018年7月至2019年6月在山东大学附属临沂市人民医院肿瘤科规培的37名医生纳入对照组,实施传统临床教学;另将2019年7月至2020年6月规培的39名医生纳入观察组,实施创造性思维导图结合PBL教学。对比两组出科考核成绩(理论、实践操作)、教学前后中文版批判性思维能力测量表各维度评分与总分、临床素质与教学满意度。利用SPSS 22.0进行t检验、卡方检验和Z检验。结果规培前两组理论知识和操作技能成绩差异无统计学意义,规培结束后观察组理论知识考核成绩[(93.42±4.21)vs.(86.58±5.32)]与操作技能考核成绩[(92.81±4.39)vs.(87.96±5.89)]均高于对照组(P<0.05);规培前两组的中文版批判性思维能力量表各维度评分与总分比较差异无统计学意义(P>0.05),规培后两组评分均提升,但研究组提升更加明显(P<0.05);规培后观察组规培医师的表达沟通能力、人文关怀与素养、归纳分析能力、临床工作适应能力、应变处理能力、动手能力、自主学习能力评分均高于对照组,差异有统计学意义(P<0.05);规培结束后,观察组的规培医师对于教学的总满意度高于对照组[97.44%(38/39)vs.81.08%(30/37)],差异有统计学意义(P<0.05)。结论在肿瘤科规培医师的带教中采用创造性思维导图结合PBL带教,可提升规培医师的学习效果,提高其评判性思维能力以及临床综合能力,并且可以提高规培医师对教学的总满意度。

Objective To explore the role of creative mind mapping combined with problem-based learning(PBL)in the teaching of standardized residency training of oncologists.Methods A total of 37 doctors who were trained in the Department of Oncology of Linyi People's Hospital Affiliated to Shandong University from July 2018 to June 2019 were included in the control group,receiving traditional clinical teaching;39 doctors who were trained from July 2019 to June 2020 were included in the observation group,having creative mind mapping combined with PBL teaching.The two groups were compared with each other in terms of the examination scores(theoretical and practical operation),each dimensional scores and the total score of the Chinese version of the Critical Thinking Disposition Inventory(CTDI-CV)before and after teaching,clinical quality and teaching satisfaction.SPSS 22.0 was used for t test,chi-square test and Z test.Results There was no statistically significant difference in the scores of theoretical knowledge and operational skills between the two groups before the regular training.After the training,the scores of theoretical knowledge and operational skills of the observation group were both higher than those of the control group[(93.42±4.21)vs.(86.58±5.32),(92.81±4.39)vs.(87.96±5.89),(P<0.05)].There was no significant difference between the scores of all dimensions of the CTDI-CV and the total scores of the two groups before the training(P>0.05).After the training,the scores of the two groups were both improved,and the improvement of the observation group was more significant(P<0.05).After the training,the scores of the doctors in the observation group on expression and communication ability,humanistic care and literacy,inductive analysis ability,clinical work adaptability,contingency handling ability,hands-on ability,and autonomous learning ability were significantly higher than those of doctors in the control group(P<0.05).After the training,the total satisfaction of the doctors in the observation group was higher than that in the control group[97.44%(38/39)vs.81.08%(30/37)],and the difference was statistically significant(P<0.05).Conclusion The application of creative mind mapping combined with PBL in the teaching of standardized residency training of oncologists can significantly improve the learning effect of the training doctors,improve their critical thinking ability and clinical comprehensive ability,and can also improve their total satisfaction with teaching.