微课结合情境演练对手术室实习医生的带教效果观察

Observation on the teaching effect of micro class combined with situational exercise for operating room interns

目的探讨微课结合情境演练对手术室实习医生的带教效果。方法将2019年5月至2020年2月在电子科技大学医学院附属绵阳医院/绵阳市中心医院手术室实习的42名实习医生归为对照组,采取传统带教;将2020年3月至2020年12月在本院手术室实习的45名实习医生归为观察组,采取微课结合情境演练的带教模式。对比出科时考核成绩(理论知识、实践操作技能),并比较临床案例分析能力及教学满意度。采用SPSS 24.0软件进行t检验与卡方检验。结果观察组出科时理论知识与实践操作技能考核成绩分别为(90.56±4.27)(93.48±3.59)分,均高于对照组(P<0.05);两组出科时的临床案例分析能力评分均高于入科时,观察组出科时的临床案例分析能力评分[(86.12±6.04)分]高于对照组[(79.23±5.65)分],差异有统计学意义(P<0.05);观察组实习医生对自学能力与积极性提高、团队合作能力提高、临床实际操作能力提高、语言表达能力增强、分析与解决问题的能力提高、临床思维增强、知识点掌握增强的满意度均高于对照组,差异均有统计学意义(P<0.05)。结论在手术室实习医生的临床带教中采取微课结合情境演练教学,可明显提高教学效果,增强实习医生对教学的满意度,具有推广价值。

Objective To explore the teaching effect of micro class combined with situational exercise for operating room interns. Methods A total of 42 interns in the operating room of Mianyang Hospital from May 2019 to February 2020 were divided into the control group taking the traditional teaching mode, while 45 interns from March 2020 to December 2020 in the same operating room were divided into the observation group taking the teaching mode of micro class combined with situational exercise. The examination results (theoretical knowledge and practical operation skills) at the time of graduation were compared, and the ability of clinical case analysis and teaching satisfaction were also comparatively analyzed. T-test and chi-square test were performed by SPSS 24.0 software. Results The scores of theoretical knowledge and practical operation skills in the observation group at the time of graduation were (90.56±4.27) and (93.48±3.59) points respectively, which were higher than those in the control group (P<0.05). The scores of clinical case analysis ability of the two groups at the time of graduation were higher than those entering the department, and the clinical case analysis ability scores of the observation group [(86.12±6.04) points] were higher than those in the control group [(79.23±5.65) points] at the time of graduation, with statistically significant differences were (P<0.05). The satisfaction of interns with the improvement of self-study ability and enthusiasm, team cooperation ability, clinical practical operation ability, language expression ability, analyzing and solving problem ability, clinical thinking and knowledge point mastery in the observation group was higher than those in the control group, and the differences were statistically significant (P<0.05). Conclusion In the clinical teaching of the operating room interns, the teaching mode of micro class combined with situational exercise can significantly improve the actual teaching effect and enhance the interns' satisfaction to teaching, which has the value of popularization and application.