趣味教学在肝胆胰外科实习教学中的应用

Application of Interesting Teaching in Hepatobiliary and Pancreatic Surgery Practice Teaching

目的对比在肝胆胰外科实习生教学中应用趣味教学模式以及传统教学模式的教学效果。方法选取2018年1月—2020年1月在遵义医科大学附属医院及遵义医科大学第二附属医院肝胆胰外科实习的遵义医科大学实习生240名,随机分为传统教学组(n=120)和趣味教学组(n=120)。传统教学组实习生教学为入治疗组跟带教老师进行学习,趣味教学组教学为应用情景教学模式及模拟手术器械的应用等。对比两组实习生临床综合能力测评以及实习生满意度。理论考试由科室统一进行,占总分的30%。技能考试通过抽签方式由肝胆胰外科主治及以上医师进行考核,占总分的40%。病历书写每个实习生提交一份,由科室总带教进行评分,计算两组实习生病历书写平均得分,占总分的30%。实习生满意度通过自制满意度问卷对实习生进行调查。结果趣味教学组实习生理论考试成绩、技能考试成绩分别为(25.69±5.21)分、(36.89±4.11)分,传统教学组实习生理论考试成绩、技能考试成绩分别为(23.47±5.16)分、(34.71±4.08)分,趣味教学组均明显高于传统教学组(t=3.316,4.123,P<0.05);传统教学组实习生病例书写得分(26.88±4.62)分高于趣味教学组(25.01±4.65)(t=3.125,P<0.05);趣味教学组实习生总分为(85.06±5.09)分,明显高于传统教学组实习生(87.59±5.12)分(t=3.838,P<0.05);两组实习生满意度评价(90.83%vs.85.83%)组间差异无统计学意义(χ2=1.456,P>0.05)。结论在肝胆胰外科实习生教学中,应用趣味教学有助于加深实习生对基础知识的理解记忆,提高临床教学质量,学习效果更佳。

Objective To compare the teaching effect of applying interesting teaching mode and traditional teaching mode in the teaching of hepatobiliary and pancreatic surgery interns.Methods From January 2018 to January 2020,240 interns from Zunyi Medical University were selected to practice in Hepatobiliary and Pancreatic Surgery Department of the Affiliated Hospital of Zunyi Medical University and the Second Affiliated Hospital of Zunyi Medical University,they were randomly divided into traditional teaching group(n=120)and interesting teaching group(n=120).In the traditional teaching group,interns teach to join the treatment group and learn from the teachers,interesting teaching group teaching for the application of situational teaching model and the application of simulated surgical instruments,etc.The clinical comprehensive ability evaluation and satisfaction of the two groups were compared.The theory examination is carried out by departments,accounting for 30%of the total score.The skills examination was conducted by doctors in charge of hepatobiliary and pancreatic surgery or above by drawing lots,accounting for 40%of the total score.Each intern submitted one copy of medical record writing,which was scored by the general teaching staff of the Department.The average score of medical record writing of the two groups was calculated,accounting for 30%of the total score.Interns’satisfaction was investigated by self-made satisfaction questionnaire.Results The scores of theory test and skill test of interesting teaching group were(25.69±5.21)points and(36.89±4.11)points respectively.The results of theory test and skill test of traditional teaching group were(23.47±5.16)points and(34.71±4.08)points respectively.The results of theory test and skill test in interesting teaching group were significantly higher than those in traditional teaching group(t=3.316,4.123,P<0.05).The score of case writing in traditional teaching group(26.88±4.62)points was higher than that in interesting teaching group(25.01±4.65)points(t=3.125,P<0.05).The total score of the interesting teaching group was(85.06±5.09)points,which was significantly higher than that of the traditional teaching group(87.59±5.12)points(t=3.838,P<0.05).There was no significant difference between the two groups(90.83%vs.85.83%)(χ2=1.456,P<0.05).Conclusion Teaching of hepatobiliary and pancreatic surgery interns,the application of interesting teaching helps interns to have a deeper understanding and memory of knowledge,improve the quality of clinical teaching and achieve better learning results.