工作坊在住院医师规范化培训医师CPR培训中效果和知识保持研究

Research on the Effect of Workshop Teaching Mode on CPR Training and Knowledge Retention in Standardized Training Doctors

目的探讨工作坊教学模式在住院医师规范化培训(以下简称“住培”)医师CPR技能培训中效果及知识保持的情况,提升住培教学的质量。方法选取该院2019年9月—2020年3月92名住培医师随机分成研究组和对照组,每组46名。研究组采取工作坊教学模式,对照组采取传统教学模式。培训后,将两组住培医师CPR课后即时理论和技能考试的成绩分别与自身课前成绩比较以及课后两组成绩相互比较,并调查两组学员对各自教学模式的评价。同时,将两组在第3个月和第6个月的理论和技能成绩分别与各自课后即时、课前的理论和技能成绩比较,以及两组教学模式相同时间段成绩比较,分析两组教学模式知识保持情况。结果两组住培医师课后即时理论和技能成绩都高于各自课前成绩,差异有统计学意义(P<0.05),研究组课后即时理论、技能成绩和教学效果评价均高于对照组,差异有统计学意义(P<0.05);两组教学模式成绩都在随时间推移而下降,对照组在第6个月理论和技能成绩均比课后即时成绩降低,且与课前成绩比较差异无统计学意义(P>0.05)。研究组理论成绩下降趋势同传统模式教学,但技能成绩高于课前成绩,差异有统计学意义(P<0.05);研究组在第3个月理论和技能成绩和第6个月技能成绩均高于相同时间的对照组,差异有统计学意义(P<0.05)。结论工作坊教学模式在住培医师CPR培训中取得较好效果,教学评价好,在知识保持方面也比传统教学更有优势。

Objective Explore the effectiveness of the workshop teaching model in the standardized training of resident(chereinafter referred to as"zhupei")physicians in CPR skills training and the maintenance of knowledge,and improve the quality of residential training.Methods From September 2019 to March 2020,92 resident physicians in the hospital were randomly divided into a study group and a control group,with 46 people in each group.The study group adopted the workshop teaching model,and the control group adopted the traditional teaching model.After the training,the scores of the two groups of zhupei physicians'CPR real-time theory and skills test after class were compared with their own scores before class and the scores of the two groups after class were compared with each other,and the evaluation of the two groups of students on their respective teaching modes was investigated.At the same time,the theoretical and skill scores of the two groups in the third and sixth months were compared with their respective theoretical and technical scores immediately after class and before class,as well as the results of the two groups in the same time period of the teaching mode.Analyzed the knowledge retention of the two groups of teaching models.Results The real-time theory and skill scores after class of the two groups of zhupei doctors were higher than their pre-class scores,and the difference was statistically significant(P<0.05).The real-time theory,skills scores and teaching effect evaluation after class of the study group were higher than those of the control group,the difference was statistically significant(P<0.05);the two groups'teaching model performances were decreasing over time,and the theoretical and technical performances of the control group in the sixth month were lower than the immediate after-class performance,and there was not statistically significant difference compared with the pre-class performance(P>0.05).The study group's theoretical performance decline trend was the same as that of traditional teaching mode,but the skill performance was higher than the pre-class performance,the difference was statistically significant(P<0.05);the study group's theoretical and technical performance in the third month and the sixth month technical performance were higher than those of the control group at the same time,the difference was statistically significant(P<0.05).Conclusion The workshop teaching model has achieved good results in the CPR training of zhupei physicians,with good teaching evaluation,and has more advantages than traditional teaching in terms of knowledge retention.