全科专业培训中多元模块教学法的应用研究

Study on the Application of Multi-module Teaching in General Professional Training

目的探索有效开展全科住院医师规范化培训,提高其专业和心理素养,以使其能胜任全科工作的培训教学方法。方法选取30名全科规培学员作为多元模块教学组,26名全科规培学员为传统教学组。多元模块教学组根据全科医学学科特点制定4个培训模块。并采取线上和线下相结合的教学方法。传统带教组为全科学员在固定带教老师的指导下学习。出科考核分为理论考核、综合能力和操作实践考核、课后作业三部分,由教学秘书统一考核。结果出科成绩考核多元模式教学组在临床操作技能、综合临床能力、基础理论成绩和课后PPT评分均高于传统教学组,差异有统计学意义(P<0.05)。培训效果多元模式教学组学员的学习主动性、专业认同感、人文关怀、沟通能力均高于传统教学组,四组差异均具有统计学意义(P<0.05)。规培学员对教学模式满意度调查显示多元模式组学员总体满意度高于传统带教组,差异具有统计学意义(P<0.05)。结论多元模块教学方法较传统教学方法取得了良好的培训效果,值得在全科专业住院医师规范化培训中推广学习。

Objective To explore effective training and teaching methods for general practice resident doctors to improve their professional and psychological literacy so that they can be qualified for general practice work.Method 30 general discipline training students were selected as the multi-module teaching group,and 26 general discipline training students were selected as the traditional teaching group.According to the characteristics of general medicine disciplines,the multi-module teaching group is divided into 4 training modules,and a combination of online and offline teaching methods are adopted.The traditional teaching group is for the general discipline trainees to study under the guidance of a fixed teaching teacher.The subject assessment is divided into three parts:theory assessment,comprehensive ability and operation practice assessment,and after-school homework,which will be assessed by the teaching secretary in a unified manner.Results In terms of subject performance assessment,the clinical operation skills,comprehensive clinical ability,basic theory scores and after-school PPT scores in the multi-mode teaching group were higher than those in the traditional teaching group(P<0.05).In terms of training effects,the learning initiative,professional identity,humanistic care,and communication skills of the students in the multi-mode teaching group were higher than those in the traditional teaching group,and the differences in the four groups were statistically significant(P<0.05).The survey on the satisfaction of the training students with the teaching mode showed that the overall satisfaction of the students in the multi-mode group was higher than that in the traditional teaching group and was statistically significant(P<0.05).Conclusion The multi-module teaching method has achieved better training effects than traditional teaching methods.It is worthy of promotion and learning in the standardized training of general resident physicians.