CBL联合EBM教学模式在麻醉科住院医师培养带教中的应用

Application of CBL and EBM in the Training and Teaching of Anesthesia Resident

目的探讨案例教学法(CBL)联合循证医学(EBM)教学模式在麻醉科住院医师培养带教中的应用价值。方法选取2017年10月-2018年12月某院麻醉科住院医师100名,采用随机数字表法将100名住院医师分为对照组和研究组。对照组采用传统教学模式,研究组采用CBL联合EBM教学模式。比较两组住院医师笔试成绩、临床操作成绩、医疗文书书写成绩、麻醉学兴趣评分及对教学方法的满意度。所有统计学资料录入SPSS18.0软件包,计数资料行χ~2检验,计量资料行t检验,P<0.05表示差异具有统计学意义。结果培训后,研究组的基础知识题得分(24.83±2.91)、理解记忆题得分(27.02±2.43)、临床应用题得分(21.85±2.44)、综合分析题得分(17.65±2.53)及考试总分数(89.84±3.73)均显著高于对照组[(23.33±2.66),(20.93±3.22),(16.13±2.53),(12.54±2.26),(72.51±4.75)],差异具有统计学意义(P<0.05);研究组的麻醉前访视(93.42±10.23)、麻醉药物应用(92.83±9.53)、麻醉问题处理(91.73±9.56)及麻醉技能操作(92.12±9.33)各项成绩均显著高于对照组[(82.51±9.66),(80.44±9.15),(80.66±8.47),(81.55±8.57)],差异具有统计学意义(P<0.05)。研究组的住院医师医疗文书书写成绩(94.43±10.33)显著高于对照组(83.63±8.74),差异具有统计学意义(t=5.64,P=0.00)。培训后研究组住院医师麻醉学兴趣评分(94.12±5.21)显著高于对照组(82.17±9.22),差异具有统计学意义(P<0.05)。研究组住的院医师对教学方法满意度显著高于对照组,差异具有统计学意义(P<0.05)。结论CBL联合EBM教学模式能提升麻醉科住院医师考核成绩、学习兴趣,相较于传统教学模式而言,学员更青睐新型教学模式。

Objective To explore the application value of case-based teaching method(CBL) combined with evidence-based medicine(EBM) in the training and teaching of anesthesiologists.Methods From October 2017 to December 2018,100 residents of the anesthesiology department in our hospital were selected.100 residents were divided into two groups:control group and study group.The traditional teaching mode was used in the control group.CBL combined with EBM teaching model was used in the study group.The scores of written test,clinical operation,writing of medical documents,interest score of anesthesiology and satisfaction with teaching methods were compared between the two groups.All the statistical data were input into SPSS 18.0 software package,the counting data were tested by χ~2 test,and the metrological data were tested by t test,P<0.05.the difference was statistically significant.Results After the training,the basic knowledge problem(24.83±2.91),Understanding memory questions(27.02±2.43),Clinical application(21.85±2.44),Comprehensive analysis questions(17.65 ±2.53) and total score of examination(89.84±3.73) in the study group were significantly higher than the control gtroup[(23.33±2.66),(20.93±3.22),(16.13±2.53),(12.54±2.26),(72.51±4.75)1,the difference was statistically significant(P<0.05).The scores of pre-anaesthesia visit(93.42 ± 10.23),anesthetic drug use(92.83±9.53),anesthetic problem management(91.73±9.56) and anesthetic skill operation(92.12 ±9.33) in the study group were significantly higher than those in the control group[(82.51±9.66),(80.44 ±9.15),(80.66±8.47),(81.55±8.57) 1,the difference was statistically significant(P<0.05).The scores of resident medical documents in the study group(94.43±10.33) were signiflcantly higher than those in the control group(83.63±8.74),the difference was statistically significant(t=5.64,P=0.00).After training,the score of anesthesiology interest of residents in the study group(94.12±5.21) was significantly higher than that in the control group(82.17±9.22),the difference was statistically significant(P<0.05).The satisfaction of hospital doctors in the study group was significantly higher than that in the control group(P<0.05).Conclusion The CBL combined EBM teaching model can improve the assessment result and study interest of the resident doctors in the anesthesia department.Compared with the traditional teaching mode,the students prefer the new teaching mode.