多学科联合PBL教学模式在儿科疾病规培带教中的应用价值

The application value of multi-disciplinary PBL teaching model in standardized training and teaching of pediatric diseases

目的:探索多学科联合基于问题为中心的教学模式(PBL)在儿科疾病规培带教中的应用价值。方法:2018年9月-2019年1月选取儿科规培轮转学生80名,随机分为两组,各40名。试验组再采用分层分组法,根据疾病分为小儿腹泻组(试验A组)和幽门螺杆菌感染相关性过敏性紫癜组(试验B组)。对照组采用传统以带教教师为主的床旁教学查房模式。试验A组采用多学科联合PBL相结合的教学法进行床旁示范教学查房,临床讨论;试验B组在试验A组基础上邀请与疾病相关的专家共同讨论。比较各组教学效果。结果:试验组学生临床思维、临床技能、临床理论考核成绩明显高于对照组,教学满意度优于对照组,差异均有统计学意义(P<0.05)。在小儿腹泻知识和幽门螺杆菌感染相关性紫癜知识掌握评分方面,试验B组>试验A组>对照组,差异均有统计学意义(P<0.05)。结论:多学科联合PBL相结合的儿科教学查房模式可显著提高儿科规培医师的临床思维及临床技能。

Objective:To explore the application value of the multi-disciplinary PBL teaching mode in the standardized teaching of pediatric disease.Methods:From September 2018 to January 2019,80 trainees of pediatric standardized training rotation were selected for the rotation of pediatric training,they were randomly divided into the two groups with 40 cases in each group.The experimental group was divided into the experimental group A and the experimental group B according to the type of disease.The control group adopted the traditional bedside teaching round model with teachers as the main part.The experimental group A adopted the teaching method of combination of multi-disciplinary and PBL to conduct bedside demonstration teaching rounds and clinical discussion.On the basis of the experimental group A,the experimental group B invited experts related to the disease to discuss.We compared the results.Results:The clinical thinking,clinical skills and clinical theory of the experimental group were significantly higher than those of the control group,and the satisfaction of the experimental group was better than that of the control group.In terms of children's diarrhea knowledge and HP related purpura knowledge score,the experimental group B>the experimental group A>the control group,the differences were statistically significant(P<0.05).Conclusion:The mode of pediatrics teaching ward round based on the combination of multi-discipline and PBL can significantly improve the clinical thinking and clinical skills of pediatric doctors.