“角色转换”教学法在急诊心肺复苏教学中的应用

The Application of “Role Conversion” Teaching Method in Cardiopulmonary Resuscitation Teaching among Emergency Departments

目的探讨"角色转换"教学法在乡医班急诊心肺复苏教学中的应用价值。方法随机选择2015年9月至2017年1月在某医学院附属某区医院实习的乡医班学生60名,根据不同教学方法分为对照组(传统教学法,n=30)和观察组("角色转换"教学法,n=30),比较两组学生的一般资料、基线测试成绩、授课后考试成绩及满意度的差异。结果两种教学方法在授课后均能提高学生的理论成绩(对照组:79.7±8.8 vs 62.0±7.3,P<0.001;观察组:81.8±7.1 vs 60.6±8.9,P<0.001)及操作成绩(对照组:82.9±6.8 vs 61.3±5.9,P<0.001;观察组:88.2±5.8 vs 62.4±6.2,P<0.001);相对于对照组,观察组的操作成绩(88.2±5.8 vs 82.9±6.8,P=0.002)及满意度(93.3%vs 73.3%,P=0.038)显著增高,理论成绩无统计学意义(P>0.05)。结论在急诊心肺复苏的教学中,两种教学方法均能提高学生心肺复苏课程的理论及操作成绩,但"角色转换"教学法能更有效的使乡医班学生掌握心肺复苏技能,该教学法在急诊教学中有一定的应用价值。

Objective To investigate the value of ＂Role Conversion＂ teaching method in cardiopulmonary resuscitation teaching among emergency department. Methods From September 2015 to January 2017, a total of 60 students were randomly assigned to 2 groups： control group（n=30） receiving traditional teaching method and observation group（n=30） treated by ＂Role Conversion＂ teaching method. The test results at baseline, examination results after class and teaching methods satisfaction rate were compared. Results The theoretical results（control group： 79.7±8.8 vs 62.0±7.3,P〈0.001 and observation group： 81.8±7.1 vs 60.6±8.9, P〈0.001） and practice results（control group： 82.9±6.8 vs 61.3±5.9, P〈0.001 and observation group： 88.2±5.8 vs 62.4± 6.2, P〈0.001） were significantly improved after class by using the two methods. The practice result（88.2±5.8 vs 82.9±6.8, P=0.002） and teaching methods satisfaction rate（93.3% vs 73.3%, P=0.038） were significantly increased in observation group than those in control group. However, there was no significant differences in the theoretical result（P〉0.05）. Conclusion Both the two teaching methods can improve the theoretical and practice results in cardiopulmonary resuscitation teaching. The students can master cardiopulmonary resuscitation skills by using the ＂Role Conversion＂ teaching method more effectively.