分析目标教学法在肝病科临床带教中的应用

Analyze the Application of Target Teaching Method in Clinical Teaching of Hepatology Department

目的探讨在实施肝病科临床带教期间目标教学法应用可行性。方法选取2019年1月—2020年12月实习的76名肝病科实习生进行带教研究;随机分为参照组(传统教学法)和研究组(目标教学法),各38名;比较两组实习生教学满意度评分(提高学习效率、激发学习兴趣、提高问题分析解决能力、提高自学以及实践能力)、综合能力考核评分(实践操作、理论知识、病例分析)以及患者对实习生满意情况评分(专业水平、服务态度、心理关怀以及健康教育)。结果研究组提高学习效率(90.25±2.59)分、激发学习兴趣(91.33±4.21)分、提高问题分析解决能力(90.33±3.25)分、提高自学以及实践能力(89.88±5.29)分均高于参照组提高学习效率(70.21±3.03)分、激发学习兴趣(72.69±2.58)分、提高问题分析解决能力(72.41±3.15)分、提高自学以及实践能力(73.22±4.29)分,差异有统计学意义(P<0.05);研究组实践操作(90.15±2.55)分、理论知识(90.39±4.25)分、病例分析(90.85±5.01)分均高于参照组实践操作(70.28±5.27)分、理论知识(72.22±3.33)分、病例分析(72.61±4.02)分,差异有统计学意义(P<0.05);研究组专业水平(90.23±5.23)分、服务态度(91.74±4.14)分、心理关怀(91.55±5.55)分以及健康教育(90.69±6.56)分均高于参照组专业水平(72.54±4.44)分、服务态度(72.17±5.15)分、心理关怀(72.66±6.27)分以及健康教育(72.21±3.88)分,差异有统计学意义(P<0.05)。结论目标教学法有效应用后,观察实习生教学满意度评分(提高学习效率、激发学习兴趣、提高问题分析解决能力、提高自学以及实践能力)、综合能力考核评分(实践操作、理论知识、病例分析)以及患者对实习生满意情况评分(专业水平、服务态度、心理关怀以及健康教育),均获得显著提高,可促进肝病科实习生综合素质以及技能水平的显著提升。

Objective To explore the feasibility of applying the target teaching method during the implementation of clinical teaching in the liver disease department.Methods A total of 76 interns in the liver disease department who were intern from January 2019 to December 2020 were selected for teaching research.They were randomly divided into a reference group(traditional teaching method)and a study group(target teaching method),with 38 students in each group.Compared the two groups of interns'teaching satisfaction scores(improving learning efficiency,stimulating learning interest,improving problem analysis and solving skills,improving self-study and practical ability),comprehensive ability assessment scores(practical operation,theoretical knowledge,case analysis),and patients'satisfaction score relatives to interns(professional level,service attitude,psychological care and health education).Results The study group improved learning efficiency(90.25±2.59)points,stimulated learning interest(91.33±4.21)points,improved problem analysis and solution ability(90.33±3.25)points,and improved self-study and practical ability(89.88±5.29)points,were all higher than the reference group for improving learning efficiency(70.21±3.03)points,stimulating learning interest(72.69±2.58)points,improving problem analysis and solving skills(72.41±3.15)points,improving self-study and practical ability(73.22±4.29)points,the difference was statistically significant(P<0.05).the study group had points for practical operation(90.15±2.55)points,theoretical knowledge(90.39±4.25)points,and case analysis(90.85±5.01)points,all higher than the reference group's points for practical operation(70.28±5.27)points,theoretical knowledge(72.22±3.33)points,and case analysis(72.61±4.02)points,the difference was statistically significant(P<0.05).The study group's professional level(90.23±5.23)points,service attitude(91.74±4.14)points,psychological care(91.55±5.55)points,and health education(90.69±6.56)points,all higher than the reference group for professional level(72.54±4.44)points,service attitude(72.17±5.15)points,psychological care(72.66±6.27)points and health education(72.21±3.88)points,the difference was statistically significant(P<0.05).Conclusion After the effective application of the target teaching method,observe the teaching satisfaction scores of interns(improve learning efficiency,stimulate learning interest,improve problem analysis and solution ability,improve self-study and practical ability),comprehensive ability assessment scores(practical operation,theoretical knowledge,case analysis)and the patient's satisfaction score with the intern(professional level,service attitude,psychological care and health education).All have been significantly improved,which can promote a significant improvement in the overall quality and skill level of interns in the liver disease department.