不同教学方法用于胃肠外科规培生培养教学中的效果比较

Comparison of the Effect of Different Teaching Methods in the Training of Students of Gastrointestinal Surgery

目的 探讨不同教学方法用于胃肠外科规培生培养教学的效果。方法 课题选取2019年3~6月在徐州医科大学附属医院进行临床实习的规培生作为研究对象,共50名,以统计学软件SAS随机数模块进行随机分组,各25名。其中对照组采用传统常规讲授式教学模式(LBL)完成临床教学,观察组接结合数种先进教学模式进行教学,包括以问题为基础的教学模式(PBL)、以案例为引导的教学模式(CBL)、循证教学模式(EBM)。对比不同教学模式在胃肠外科规培生培养中的教学质量、规培生反馈情况。结果 在实习综合考核中,观察组规培生理论成绩、临床实际操作评分分别为(41.58±4.08)分、(38.49±5.47)分;对照组规培生理论成绩、临床实际操作评分分别为(37.58±4.18)分、(33.52±5.62)分,观察组规培生考核成绩高于对照组,差异有统计学意义(P<0.05)。观察组规培生在容易接受该教学模式、对该教学模式满意、能够降低学习难度、可提高临床实操水平、锻炼解决问题能力、锻炼临床思维能力等的赞同率高于对照组规培生,差异有统计学意义(P<0.05)。结论 PBL、CBL、EBM数种先进教学模式综合应用于胃肠外科规培生培养教学中,能够显著提升临床教学质量,使学员在高质量的教学环境下获得更理想的学习效果。并且PBL、CBL、EBM教学模式的综合应用规培生的接受度高、满意度高,值得在临床教学中推广开来。

Objective To investigate the effect of different teaching methods on the training of students in the regular training of gastrointestinal surgery.Methods A total of 50 regular students who had clinical practice in Affiliated Hospital of Xuzhou Medical University from March to June 2019 were selected as the research objects.The statistical software SAS random number module was used to randomly divide them into groups,with 25 students in each group.In the control group,the traditional lecture-based learning (LBL) teaching method was used to complete clinical teaching,and the observation group was combined with several advanced teaching modes,including problem-based learning (PBL) teaching mode,case-based learning (CBL) teaching mode,and evidence-based medicine (EBM)teaching mode,to compare the teaching quality and feedback of different teaching modes in the standardized training of gastrointestinal surgery students.Results In the comprehensive assessment of practice,the scores of the theory and clinical practice in the observation group were (41.58±4.08) points and (38.49±5.47) points respectively.The scores of the control group were (37.58±4.18) points and (33.52±5.62) points,respectively.The scores of the observation group were higher than those of the control group,and the difference was statistically significant (P<0.05).In the observation group,the approval rate of the standardized training students was higher than that of the control group in that they were easy to accept the teaching mode,satisfied with the teaching mode,able to reduce the learning difficulty,improve the clinical practice level,exercise the problem-solving ability and practice the clinical thinking ability,etc.,and the difference was statistically significant (P<0.05).Conclusion The comprehensive application of several advanced teaching modes of PBL,CBL and EBM in the training of standardized students in gastrointestinal surgery can significantly improve the quality of clinical teaching and enable students to obtain more ideal learning effects in a high-quality teaching environment.In addition,the comprehensive application of PBL,CBL and EBM teaching mode has a high degree of acceptance and satisfaction among students,which is worthy of being promoted in clinical teaching.