PBL联合MDT教学模式在小儿心胸外科规培医师教学中的应用

Combination teaching model of problem-based learning(PBL)plus multidisciplinary team(MDT)in the standardized training of pediatric cardiothoracic surgeons

目的:探讨以问题为基础的学习(problem-based learning,PBL)+多学科协作(multidisciplinary team,MDT)教学模式在小儿心胸外科规培医师教学中的应用效果。方法:以30名在苏州大学附属儿童医院心胸外科进行临床规培的医师为研究对象,分为试验组(PBL联合MDT教学模式)15名和对照组(PBL教学模式)15名,对比分析2组规培学员出科时的基础理论、病例分析和操作考试成绩,以及问卷调查教学满意度。结果:试验组的病例分析及操作考试成绩分别为(77.90±2.583)分和(79.40±2.862)分,显著高于对照组的(64.60±1.875)分和(68.30±1.328)分(P<0.05)。试验组对教学效果的满意度也明显优于对照组(P<0.05)。结论:PBL联合MDT教学模式应用于小儿心胸外科教学中,较单纯PBL教学模式可以显著提升临床规培医师的教学成绩及临床素养,值得在小儿心胸外科进行推广应用,以便更好地培养优秀的临床医师。

Objective:Toinvestigate the application effect of the combination teaching model of problem-based learning(PBL)plus multidisciplinary team(MDT)in the standardized training of pediatric cardiothoracic surgeons.Methods:Thirty physicians who underwent clinical standardized training at the Cardiothoracic Surgery Department of Children’s Hospital of Soochow University were taken as the research objects.They were divided into two research groups:15 in experimental group(PBL and MDT combination teaching model)and 15 in control group(PBLteaching mode).The two groups were compared and analyzed withgrading results in basic theory,case analysis and practical operation when the training wascompleted.A questionnaire for satisfaction of teaching effect was also collected.Results:The grading results of the experimental group were(77.90±2.583)and(79.40±2.862)for case analysis and practical operation,respectively,which were significantly higher than(64.60±1.875)and(68.30±1.328),respectively,of the control group(p<0.05).The satisfaction of the teaching effect was also significantly higher in the experimental group than that in the control group(p<0.05).Conclusion:Compared to the PBL teaching mode,the combination teaching modelof PBL plus MDT can significantly improve the grading results and clinical literacy in standardized training ofphysicians,when applied in the pediatric cardiothoracic surgery teaching.It is recommended that the combination teaching model can be applied widely in order to cultivate more qualified clinical doctors.