情景教学联合PBL教学在血液净化带教中的效果

The Effect of Situational Teaching Combined with PBL Teaching in Blood Purification Teaching

目的分析情景教学联合问题驱动教学法(PBL)教学在血液净化带教中的效果。方法从2019年7月—2020年7月于该院血液净化室进行实习的实习学生中随机抽取70名进行研究。按照双盲法将70名血液净化室实习学生分为对比组和研究组两组,每组35名实习学生。对比组血液净化室实习学生采用传统教学方法进行带教,研究组血液净化室实习学生采用情景教学联合PBL教学法带教。对比两组血液净化室的实习学生使用不同带教方式进行带教后的综合成绩、临床工作能力和带教满意度。结果在对血液净化室的实习学生采用不同带教方式教学后,研究组血液净化室实习学生的综合成绩中理论知识成绩为(46.22±2.07)分、实践操作成绩为(45.30±3.10)分、总成绩为(91.54±2.55)分,优于对比组血液净化室实习学生,差异有统计学意义(P<0.05);研究组血液净化室实习学生的临床工作能力中言语沟通能力为(23.44±1.10)分、随机应变能力为(23.15±1.32)分、医疗服务能力为(23.30±1.00)分、科研工作能力为(22.46±1.17)分,优于对比组血液净化室实习学生,差异有统计学意义(P<0.05);研究组血液净化室实习学生的带教满意度为(94.29%)高于对比组血液净化室实习学生,差异有统计学意义(P<0.05)。结论采用情景教学联合PBL教学法进行带教能够提高血液净化室实习学生的理论知识水平,加强血液净化室实习学生的实践操作能力,提升血液净化室实习学生的临床工作能力,有利于形成友好师生关系,建议在血液净化室的临床带教中使用。

Objective To analyze the effect of situational teaching combined with problem-based learning(PBL)teaching in blood purification teaching.Methods From July 2019 to July 2020,70 intern students were randomly selected for research in the blood purification room of the hospital.According to the double-blind method,70 intern students in the blood purification room were divided into two groups,a comparison group and a study group,with 35 intern students in each group.The intern students in the blood purification room of the comparison group used traditional teaching methods to teach,and the intern students in the blood purification room of the study group used situational teaching combined with the PBL teaching method to teach.Compared the comprehensive scores,clinical work ability and teaching satisfaction of the intern students in the two groups of blood purification rooms after using different teaching methods.Results After using different teaching methods for the intern students in the blood purification room,the comprehensive scores of the intern students in the blood purification room of the study group were(46.22±2.07)points in theoretical knowledge,and(45.30±3.10)points in practice.The total score was(91.54±2.55)points better than the comparison group blood purification room intern students,the difference was statistically significant(P<0.05);the study group blood purification room internship students'clinical work ability,the speech communication ability was(23.44±1.10)points,the ability to respond to changes was(23.15±1.32)points,the medical service ability was(23.30±1.00)points,and the scientific research ability was(22.46±1.17)points better than the comparison group blood purification room intern students,the difference was statistically significant(P<0.05);The teaching satisfaction of the students in the blood purification room of the study group was 94.29%higher than that of the students in the blood purification room of the comparison group,the difference was statistically significant(P<0.05).Conclusion When teaching intern students in the blood purification room,different teaching methods have different teaching effects.Using situational teaching combined with PBL teaching method to teach can improve the theoretical knowledge level of the students in the blood purification room,strengthen the practical operation ability of the students in the blood purification room,and improve the clinical work ability of the students in the blood purification room,which is conducive to the formation of friendly teachers and students.It is recommended to be used in clinical teaching in the blood purification room.