ISO 15189:2012要素融入临床免疫专业实习带教的实践效果

The practical effect of integrating ISO 15189:2012 elements into teaching practice of clinical immunology

目的探讨将ISO 15189:2012要素融入临床免疫专业实习带教的实践效果。方法将2015~2017年于首都医科大学宣武医院、首都医科大学燕京医学院、北京卫生学校实习的62名临床检验诊断专业学生作为研究对象,将其分为实验组和对照组,每组各31人。对照组采用传统带教方法,实验组将ISO 15189:2012要素融入实习带教,比较两组的理论知识、操作技能、出组综合成绩、实习学生对教学评价及追踪用人单位的评价等。结果实验组学生的出组考核中,理论知识、操作操作、报告单解读及综合成绩评分均高于对照组,差异有统计学意义(P<0.05);实验组实习生在教学方式、沟通能力和理论水平方面的认可率均明显高于对照组,差异有统计学意义(P<0.05);两组学生对教师带教态度方面的评价差异差异无统计学意义(P>0.05);实验组同行老师打分成绩优于对照组,用人单位对学生的评分中,实验组专业技能、标准化操作及质量文件执行力评分均高于对照组,差异均有统计学意义(P<0.05)。结论将ISO 15189:2012的要素融入临床免疫专业实习带教有利于提高实习生专业知识和临床技能,增加用人单位满意度,为临床检验诊断学其他专业实习带教提供很好借鉴价值。

Objective To evaluate the value of ISO 15189：2012 elements into the teaching of clinical immunology practice. Methods A total of 62 clinical laboratory students in Xuanwu Hospital, Captital Medcial University, Capital Medical University Yanjing Medical School, and Beijing Health School from 2015 to 2017 were divided into experimental group and control group, and each group was 31 students. The control group adopted the traditional teaching method, and the experimental group integrated the ISO 15189：2012 elements into the practice band teaching. The theoretical knowledge, operating skills, comprehensive performance, teaching effects evaluation, and employer evaluation of two groups were compared. Results The theoretical knowledge, practical operation ability, Interpretation report, and comprehensive performance in after-department examination of the experimental group were higher than those of the control group, the differences were statistically significant（P〈0.05）. The recognition rate of teaching methods, communication skills and theoretical level in the experimental group were higher than those of the control group, the differences were statistically significant（P〈0.05）. The teaching attitude to teachers of the two groups had no statistically significant difference（P〈0.05）. Peer teachers grade of the experimental group was better than that of the control group, professional skill, standardized work, and quality document execution of the experimental group were higher than those of the control group, the difference was statistically significant（P〈0.05）. Conclusion The integration of the elements of ISO 15189：2012 into the clinical immunological practice is conducive to improving the professional knowledge, increasing the satisfaction of employers, and providing a good reference value for the clinical laboratory diagnosis teaching.