全科医生临床技能培训中应用TBL、CBL整合教学法的效果评价

Evaluate the effect of TBL and CBL integrated teaching method applied in clinical skills training of general practitioners

目的探讨TBL、CBL整合教学法在全科医生临床技能培训中的应用效果。方法选择2016年1—12月在本院全科医师规范化培训基地接受规培的全科医生52人,随机分为传统教授方法组(TTM组)和整合教学方法组(ITM组)。其中TTM组27人,采用传统课堂讲授方法培训; ITM组25人,采用TBL、CBL整合教学法培训。两组医生均接受腹腔穿刺、清创缝合两项操作相关培训各6个学时,培训结束后进行统一的理论知识和技能操作考核,并进行教学方法评价调查。结果 TTM组与ITM组间在年龄、性别、学历、出科考核平均成绩、科室轮转次序、规培学员的来源等方面均无显著差异(P>0.05); ITM组医生在理论知识、综合能力考核等方面成绩均优于TTM组,差异有统计学意义(P<0.05); ITM组医生对教学方法满意度的优良率显著高于TTM组,差异有统计学意义(P<0.05)。结论采用TBL、CBL整合教学法较传统教学法能明显提高全科医生临床技能培训效果,值得推广。

Objective To explore the application effect of TBL and CBL integrated teaching method in clinical skills training of general practitioners.Methods A total of 52 general practitioners were selected,those who were undergoing standardized training at the first affiliated hospital of Anhui Medical University from January to December in 2016,and randomly divided into traditional teaching methods group（ TTM group,n = 27） and integrated teaching methods group（ ITM group,n = 25）. The traditional classroom presentations were used in clinical skills training in the TTM group,while the TBL,CBL integrated teaching method were carried out in clinical skills training in the ITM group. The subjects in both TTM group and ITM group all received training in abdominal puncture and degenerative suture for six class hours,respectively. After the above training,all subjects must complete unified theoretical knowledge examination and skill operation assessment,and conduct evaluation survey of these two teaching methods. Results There were no significant differences in sex,age,educational background,average score of each department examination,rotation order of each department training,and source of trainees（ P〈0. 05）. The subjects had higher average score of theoretical knowledge examination and comprehensive ability assessment in ITM group than those in TTM group, the difference was statistically significant（ P〈0.05）. The subjects had higher excellent rate of satisfaction with teaching methods in ITM group than that in TTM group,the difference was statistically significant（ P〈0.05）.Conclusions Using TBL and CBL integrated teaching method could significantly improve the clinical skills training effect of general practitioners compared with traditional teaching method,and is worth promoting.