微信联合PBL教学模式对感染科住培医师带教质量的影响

The Influence of Teaching Model of We Chat Combined With the PBL to the Teaching Quality of Standardizes Training of Residents

目的初步探讨微信联合基于问题学习(Problem-based learning,PBL)的教学模式对感染科住培医师带教质量的影响。方法选取2014年10月—2017年1月于我院感染科实习的63名住院医师规范化培训医师作为研究对象,将其随机分为微信联合PBL组(A组,n=21)、PBL组(B组,n=21)及传统模式组(C组,n=21),课后采用电子问卷结合理论课、病例分析及技能操作成绩,比较3种教学方法带教质量间的差异。结果 A组及B组住培医师在激发学习兴趣、提高分析归纳能力、理论知识提高、理论联系实际、发挥主观能动性及建立临床思维模式方面均优于C组,差异均有统计学意义(P<0.05);A组及B组比较,差异无统计学意义(P>0.05);三组住培医师在理论课考试及技能操作成绩上对比,差异无统计学意义(P>0.05),在病例分析成绩上,A组高于B组及C组,差异均具有统计学意义(P<0.05;P<0.01);且B组优于C组,差异具有统计学意义(P<0.01)。结论微信联合PBL教学模式,可以弥补单纯的PBL教学模式的不足,二者均优于传统带教方法,可提住高培医师的带教质量。

Objective Preliminary discussion the infectioh of teaching model of WeChat combined with the PBL teaching model which is based on problem learning to the teaching quality of standardizes training of residents. Methods The standardized training physicians of 63 residents from October 2014 to January 2017 in our hospital were selected as the research objects, they were randomly divided into WeChat combined PBL group （group A, n=21）, the PBL group （group B, n=21） and the traditional mode group （group C, n=21）. After class, we use electronic questionnaire to combine theory, case analysis and skill operation, the difference of teaching quality between 3 teaching methods was compared. Results Group A and group B were superior to Group C in the aspects of stimulating interest in learning, improving analytical induction, improving theoretical knowledge, linking theory with practice, developing subjective initiative and building clinical thinking patterns and the difference had statistically significance （P 〈 0.05）. There was no significant difference between group A and group B （P〉0.05）. There was no significant difference between the three groups of students in the course of theoretical examination and skill operation （P〉0.05）. In the terms of case analysis results, group A was significantly higher than the B group and C group and the difference has statistically significance （P〈0.05; P〈0.01）. Group B was superior to group C, the difference has statistically significance （P〈0.01）. Conclusion WeChat combined with PBL teaching model, can make up for the lack of pure PBL teaching model. It is superior to the traditional teaching methods and can improve practice performance of living physician students and the quality of the training of physicians.