儿科住院医师规范化培训与实习教学“一体化”模式初探

The Preliminary Exploration of the Effect of the Pediatric Inservice Training and the Clinical Teaching Model of the Internship Teaching "Integration" in Clinical Teaching

目的探讨儿科住院医师规范化培训与实习医师教学"一体化"模式在临床教学中的效果。方法选取2015年1月—2018年9月该院儿科住院医师规范化培训的48名学员作为研究对象。按临床教学模式不同,将其分为实验组和对照组。实验组采用与实习教学内容相衔接的"一体化"教学模式培养,对照组采用重庆市卫计委统一制定的儿科规培内容教学模式培养。教学效果通过考试测评、病例分析测评和匿名式问卷满意度调查评价。结果实验组(理论+操作)考试成绩和病例分析成绩分别为(85.86±4.75)分、(88.18±3.32)分,均高于对照组的(80.00±7.36)分、(81.85±5.76)分,差异具有统计学意义(P均<0.05)。实验组在问卷调查中对提高学习兴趣、提高医患沟通能力、知识的衔接性及条理性、总体的满意度情况反馈均优于对照组,差异具有统计学意义(P均<0.05)。结论儿科住院医师规范化培训与实习医师教学"一体化"模式,有利于儿科规范化培训学员掌握理论知识、培养临床工作能力、提高学习兴趣,总体满意度较好。

Objective To explore the effect of the integrated teaching mode in clinical teaching, which is in line with the contents and requirements of the internship teaching stage, in standardized training of pediatric residents. Methods 48 trainees of pediatric resident standardized training in our hospital from January 2015 to September 2018 were selected as the subjects of study. According to the different clinical teaching modes, they were divided into experimental group and control group. The experimental group was trained by the "integrated" teaching mode which was connected with the practical teaching content. The control group was trained by the content teaching mode of pediatric training formulated by Chongqing Municipal Health Planning Commission. The teaching effect was evaluated by examination, case analysis and anonymous questionnaire. Results The test scores (theory + operation) and case analysis scores of the experimental group were (85.86±4.75) points and (88.18±3.32) points respectively, which were higher than those of the control group (80.00±7.36) points and (81.85±5.76) points. The difference was statistically significant (P < 0.05). In the questionnaire survey, the situation feedback of satisfaction of the experimental group in improving learning interest, improving doctor-patient communication ability, knowledge cohesion, organization and overall satisfaction were better than those of the control group, with statistical significance (P < 0.05). Conclusion The standardized training of pediatric resident adopts the "integrated" clinical teaching mode of interns' teaching content and requirements. The knowledge connection and rationality are better. It is conducive to pediatric standardized training students to master theoretical knowledge, cultivate clinical work ability, improve learning interest, enhance communication skills, and the overall satisfaction is high.