形成性评价在全科医师腹腔穿刺术教学中的应用

Application of Formative Assessment in the Teaching of Abdominal Puncture Among General Practitioners

目的探讨腹腔穿刺术“形成性评价”教学模式在全科医生培养中的应用效果。方法选取2017年1月—2019年7月在青岛市市立医院规培轮转的全科医生60名为研究对象,随机分为实验组及对照组(每组各30人),两组分别采用“幻灯片教学-多媒体示教-临床病例带教-模拟器培训”形成性评价教学模式和传统授课腹穿带教模式对规培轮转的全科医生进行临床培训,应用考核及问卷调查等方式比较两种教学模式的教学效果。采用SPSS 17.0进行t检验及χ2检验。结果实验组全科医生的实际操作、无菌操作理念、爱伤观念、沟通能力均较对照组明显提高,差异具有统计学意义(P<0.05);问卷结果显示,实验组学生对教学满意度显著高于对照组(P<0.05),且在一定程度上提高了疾病相关基础理论知识系统掌握、操作能力、学习主动创新性和自信心(P<0.05)。结论腹腔穿刺术“形成性评价”教学模式在全科医生培养中取得了较好的效果,更有利于培养具有全面的、规范的临床应用综合能力的全科医生。

Objective To evaluate the effect of"formative assessment"teaching mode on abdominal puncture in general practitioners'learning.Methods 60 general practitioners rotated from Qingdao Municipal Hospital were selected as subjects from January,2017 to July,2019,and were randomized into experimental group(n=30)and control group(n=30),then were trained by formative assessment mode following"slide show teaching-multimedia teaching-clinical case teaching-simulator training"or"traditional"mode respectively.The final examination and questionnaire survey were used to compare the teaching effects and the statistical analysis was performed using t andχ2 test by SPSS 17.0.Results The actual operation,aseptic operation concept,love concept,and communication ability of the general practitioners in the experimental group were significantly improved compared with the control group,and the differences were statistically significant(P<0.05);questionnaire survey showed more satisfaction in experimental group than in control group(P<0.05),and it improved the systematic mastery of basic theoretical knowledge related to diseases,students'operation ability,learning initiative innovation and self-confidence to some extent(P<0.05).Conclusions The“formative assessment”teaching mode on abdominal puncture demonstrates good effects on cultivating general practitioners'comprehensive and standardized clinical capabilities.