规范化带教在新生儿科实习带教中的应用方法及价值研究

Research on the Application Method and Value of Standardized Teaching in the Teaching Practice of Neonatology

目的分析和研究规范化带教在新生儿科实习带教中的应用方法及价值。方法选择2018年3月-2019年2月期间,在该科参与带教的医学生112人,随机划定为对照组与观察组,各56人,对照组医学生在入科后,即为其指派有着较强业务能力的专门带教教师,带教的具体事项以及考评均由该教师自行确定;观察组给与规范化带教。详细记录和统计两组医学生的基本知识考评得分、技能考评得分,以及医学生的带教满意率并进行对比。结果观察组的基本知识考评得分是(92.06±4.19)分、技能考评得分(87.09±6.01)分,都显著大于对照组;观察组带教满意率达到了92.86%(52/56),显著大于对照组69.64%(39/56),该两组的带教满意率对比,差异有统计学意义(t=8.527,P<0.05)。结论新生儿科规范化的模式能够弥补传统带教缺陷,能够大大增强医学生本身的技能,增强了其学习自觉性并能获得带教教师的普遍认可,提高教学积极性,并及时根据学生的需求,从而不断改进带教手段,突显了带教的有序性,使带教与以往相比变得更为系统化,值得临床推广。

Objective To analyze and study the application method and value of standardized teaching in neonatal practice teaching. Methods From March 2018 to February 2019, 112 medical students who participated in the teaching in the department were randomly assigned to the control group and the observation group, 56 students each, and the control group of medical students After enrollment, a special teaching teacher with strong business ability will be assigned to the teacher.The specific teaching matters and evaluation will be determined by the teacher himself. The observation group will provide standardized teaching, and will record and count the two medical students in detail, and compare the scores of basic knowledge assessment, skills assessment, and satisfaction rate of medical students. Results The basic knowledge evaluation score of the observation group was(92.06±4.19)points and the skill evaluation score(87.09 ±6.01)points were significantly larger than those of the control group;the teaching satisfaction rate of the observation group reached 92.86%(52/56), which was significantly greater than that of the control group 69.64%(39/56), there was a significant difference in the satisfaction rate of teaching between the two groups,the difference was statistically significant(t=8.527, P<0.05). Conclusion The standardized model of neonatal can make up for the defects of traditional teaching, greatly enhance the skills of medical students themselves,enhance their learning consciousness and gain the general recognition of teaching teachers, increase the enthusiasm of teaching, and timely respond to the needs of students. Contin uous improvement of teaching methods has highlighted the orderliness of teaching, making teaching more systematic than in the past, and is worthy of clinical promotion.