"两课堂"教学模式在医护人员基础生命支持培训中的应用效果

Application effects of " two-classroom"teaching mode in basic life support training for medical staffs

目的观察"两课堂"教学模式在医护人员基础生命支持(BLS)培训中的应用效果.方法选取2018年5月至8月接受BLS课程教育培训的199名医护人员为研究对象,按随机数字表法分为"两课堂"教学模式组(102名)和传统教学模式组(97名).传统教学模式组医护人员给予传统模式培训;"两课堂"教学模式组给予"两课堂"教学模式(两课堂即指第一课堂和第二课堂,第一课堂是课内教学,使用美国心脏协会(AHA)中文版教材,采用BLS操作视频观摩、实践操作、情景模拟等教学模式进行的课堂教学;第二课堂内容主要是在课外进行的情景模拟).培训后比较两组医护人员理论知识和操作技能考试成绩等教学效果以及对教学模式满意度评分的差异.结果"两课堂"教学模式组理论成绩和操作成绩均较传统教学模式组明显升高〔理论成绩(分):92.10±2.40比83.4±2.5,操作成绩(分):91.10±2.20比82.23±2.13,P<0.05〕."两课堂"教学模式组医护人员对教学模式的满意度评分(包括学习时间可控、互动良好、合作交流、自主学习能力、达到教学目标五部分)高于传统教学模式组〔学习时间可控(分):98.04±6.35比83.51±5.27,互动良好(分):97.06±6.12比83.51±5.33,合作交流(分):96.08±6.07比73.20±4.96,自主学习能力(分):96.08±6.15比73.20±4.28,达到教学目标(分):98.04±6.27比79.38±4.62,均P<0.05〕.结论"两课堂"教学模式是一种科学实用、简单便利的教学方式,可提高培训人员的理论成绩和操作成绩,且医护人员对BLS"两课堂"教学满意度良好.

Objective To investigate the effects of "two-classroom" teaching mode of basic life support (BLS) training on medical staffs. Methods One hundred and ninety-nine medical staffs trained in BLS curriculum education from May to August 2018 were selected as the research subjects. They were divided into two groups according to random number table:"two-classroom" teaching mode group (102) and traditional teaching mode group (97). The medical staffs in the traditional teaching mode group were trained by the traditional mode, while those in the"two-classroom" teaching mode group were trained by the "two-classroom" teaching mode, including the first and second classes;the first class is in-class teaching, using the Chinese version of the original American Heart Association (AHA) textbook, whose contents included basic life support operation video observation, practical operation, scene simulation and other teaching modes to carry out classroom teaching, and the second class was mainly in the extracurricular scene simulation. After the training, the differences in teaching effects regarding theoretical knowledge test scores and operational skills test scores and the degrees of satisfaction between the two groups were compared. Results The theoretical and operational scores of the "two-classroom" teaching mode group were significantly higher than those of the traditional teaching mode group (theoretical scores: 92.10±2.40 vs. 83.4±2.5, operational scores: 91.10±2.20 vs. 82.23±2.13, both P < 0.05). The degree of satisfaction with the BLS training (including 5 parts: controllable learning time, good interaction, cooperative communication, autonomous learning ability, achieving teaching goals) in the medical staffs in the "two-classroom" teaching mode group were higher than those in the traditional teaching mode group (controllable learning time: 98.04±6.35 vs. 83.51±5.27, good interaction: 97.06±6.12 vs. 83.51±5.33, cooperative communication: 96.08±6.07 vs. 73.20±4.96, autonomous learning ability: 96.08±6.15 vs. 73.20±4.28 and achieving teaching goals: 98.04±6.27 vs. 79.38±4.62, all P < 0.05). Conclusion The "two-classroom" teaching mode is a scientific, practical, simple and convenient teaching method, which can improve the theoretical and operational performance grades of trainees, and the medical staffs are well satisfied with the "two-classroom" teaching mode of BLS.