基于岗位胜任力的混合式教学模式在急诊内科住院医师规范化培训中的应用

Evaluation of Applying Blended Teaching Model Based on Post Competence in Instruction of Residents Undergoing Standardized Residency Training in the Department of Emergency Internal Medicine

目的探索基于岗位胜任力的混合式教学模式在急诊内科临床教学中的效果。方法选取北京中医药大学东方医院2019年6月至2020年12月急诊内科入科住院医师规范化培训的硕士研究生100人,随机分为对照组与观察组各50人。两组研究生入科时均参加网络随机测试、入科培训,临床轮转过程参加教学查房、日常小讲座、疑难重症病例讨论、死亡病例讨论等教学活动,轮转结束时参加出科考核。观察组在此基础上参与基于岗位胜任力的情景模拟教学、迷你临床演练评估(Mini-CEX)、临床操作技能评估(DOPS)的测评等混合式教学模式。轮转结束时比较两组的出科成绩、学生反馈,同时比较观察组入科及出科的Mini-CEX和DOPS评分。结果两组的出科成绩均优于入科成绩(P<0.05)。观察组出科成绩(82.40±7.42)分,高于对照组的(77.9±8.40)分,观察组满意度94.00%高于对照组的80.00%(P<0.05)。观察组出科Mini-CEX评分及DOPS整体评分均高于入科时对应分数(均P<0.05)。结论基于岗位胜任力的混合式教学模式有助于提高住院医师在急诊内科的临床实践学习效果及满意度,提高临床实践教学质量。

Objective:To evaluate the effectiveness of applying blended teaching model based on post competence in instruction of residents undergoing standardized residency training in the department of emergency internal medicine.Methods:100 residents undergoing standardized residency training in the department of emergency internal medicine of our hospital from June 2019 to December 2020 were included and randomly divided into the observation group and control group.Residents in both groups underwent the network random test,admission training,teaching ward rounds,daily lectures,difficult and severe cases discussion,death case discussion during clinical rotation,and participated in the exit examination.On this basis,Residents in the observation group underwent situational simulation teaching,Mini-CEX training and DOPS evaluation based on post competence.Residents in both groups were assessed for the theoretical knowledge at the end of the rotation.Results:The scores of postlearning were better than the scores of pre-learning in the two groups(P<0.05).The score of the observation group was(82.4±7.42)points,which was superior to(77.9±8.40)points of the control group,and the satisfaction of the observation group was 94.00%,which was higher than 80.00%of the control group(P<0.05).The MiniCEX score(6.66±0.52)points and the overall DOPS score(7.74±0.66)points of post-learning were superior to those of pre-learning in the observation group(P<0.05).Conclusion:Blended teaching model based on post competence can effectively improve the clinical capability of residents undergoing standardized residency training in the department of emergency.