基于ZOOM平台的CBL联合双语Seminar教学模式在全科住院医师规范化培训中的应用效果

Application effect of CBL and bilingual Seminar teaching mode based on ZOOM platform in residency training of general practice

目的探讨基于ZOOM平台的以案例为基础的教学(CBL)联合双语Seminar教学模式在全科住院医师规范化培训中的应用效果。方法选取2019年9月至2020年11月在武汉大学人民医院全科规培的180名学员作为研究对象,依据随机数字表法分为对照组和实验组,每组各90名。对照组采取传统教学(LBL)模式,实验组采用基于ZOOM平台的CBL联合双语Seminar教学模式。3个月后比较两组学员的理论成绩、健康问题记录系统病例分析成绩考核和自填式调查问卷结果。结果与对照组比较,实验组理论知识、soap病例考核成绩均明显提高(P<0.05),实验组自主培养兴趣、自学能力、自我表达能力、英语词汇水平、英语听力水平、自身理论水平、医患沟通能力、临床思维能力、创新应变能力、团队协作能力得分均明显提高(P<0.05),实验组学员的教学呈现形式、调动学员积极性、活跃学习氛围和教学效果得分与对照组比较,均明显提高(P<0.05),但两组学员对带教态度、教师职业素养、教学前准备、语言表达能力、教学内容和教学安排得分差异无统计学意义(P>0.05)。结论基于ZOOM平台的CBL联合双语Seminar教学模式优于LBL模式,对培养学员综合能力具有积极的意义,更符合全科住院医师规范化培训学员的学习需求,值得推广。

Objective To explore the application effect of case-based learning(CBL)and bilingual Seminar teaching mode based on the ZOOM platform in residency training of general practice.Methods A total of 180 subjects trained in the Department of General Practice of Renmin Hospital of Wuhan University from September 2019 to November 2020 were selected.They were divided into the control group and the experimental group according to the random number table method,with 90 cases in each group.The control group was given lecture-based learning(LBL),and the experimental group was given CBL and bilingual Seminar teaching mode based on the ZOOM platform.The theoretical scores health problem recording system,soap case analysis scores and self-administered questionnaire in the two groups,were analyzed after three months of learning.Results Compared with the control group,the scores of theory and soap case analysis in experimental group were significantly improved(P<0.05);the scores of self-cultivation of interest,self-learning ability,self-expression ability,English vocabulary level,English listening level,self-theoretical level,doctor-patient communication ability,clinical thinking ability,innovation ability,and teamwork ability in the experimental group were higher compared with control group(P<0.05);the satisfaction of teaching presentation form,mobilization of students’enthusiasm,active learning atmosphere and teaching effect in experimental group were significantly higher compared with control group(P<0.05),but there were no statistically significant differences between the two groups in the scores of the teaching attitude,teacher professionalism,pre-teaching preparation,teaching content,expression ability,and teaching arrangement scores(P>0.05).Conclusion The CBL and bilingual Seminar teaching mode based on the ZOOM platform is better than LBL for general practice residents.