MLL与LBL相结合在基层医生胸腔外科临床培训中的应用

Application of LBL+MLL Method in Thoracic Surgery Clinical Training of Grass-roots Doctors

目的:探讨传统教学法(LBL)、微课教学法(MLL)、MLL与LBL相结合的教学法在基层医生胸外科临床培训过程中的教学效果。方法:将唐都医院第10期陕西省基层医生培训班的120名基层医生随机分为LBL教学组、MLL教学组、MLL与LBL相结合教学组三组,每组各40人。在培训结束时,采用理论知识考试及实践技能考查进行量化考核,评估三种不同教学方法的教学效果。同时采用问卷调查,评价对三种教学方法的认同度。结果:LBL组学生的理论知识测试成绩较好(P<0.005),而实践技能考查成绩较差(P<0.001);MLL组学生的理论知识测试成绩较差(P<0.005),而实践技能考查成绩较好(P<0.001);MLL与LBL相结合组学生在理论知识测试和实践技能考查成绩两方面都较好(P<0.0001)。问卷调查结果显示,MLL教学法、MLL与LBL相结合的教学法都得到了较好的认同度(P<0.05)。结论:MLL与LBL相结合的教学法不仅提高了基层医师对理论知识的记忆,而且能够使其将所学知识更灵活运用到实践操作中,综合素质也得到很大的提高。

Objective： To explore the effects of lecture-based learning （LBL）, Micro-lecture learning （MLL） and LBL＋MLL in thoracic surgery clinical training of grass-roots doctors. Methods： Totally 120 doctors of the tenth Shaanxi provincial grassroots training course in TangDu hospital were randomly divided into the LBL group, the MLL group and the LBL＋MLL group, each group of 40 peo- ple. At the end of the training, the scores of theoretical knowledge and practical skills were used to evaluate the teaching effect. And the anonymous questionnaires were used to evaluate the effectives of the teaching modes. Results： The LBL group students did better in theo- retical knowledge test（P〈0.005）, but had poorer performance in practical skills test（P〈0.001 ）. On the contrary, the MLL group students did better in practical skills test（P〈0.001 ）, but badly in theoretical knowledge test（P〈0.005）. However, the students ofLBL ＋MLL group got better grades in both of theoretical knowledge test and practical skills test （P〈0.0001）. Questionnaire showed that the MLL teaching method and the LBL ＋MLL teaching method got better agreement （P〈0.05）. Conclusion： The LBL ＋MLL teaching method not only im- proves the grass-roots doctors＇ memory of theoretical knowledge, but also helps them to apply knowledge in practical operation more flexible. Furthermore, their comprehensive quality has been greatly improved.