PBL法结合情景模拟在临床妇产科教学中的效果分析

Effect Analysis of PBL Method Combined with Scenario Simulation in Clinical Obstetrics and Gynecology Teaching

目的探讨在临床妇产科教学期间PBL法+情景模拟教学方法应用可行性。方法选取2018年1月—2020年12月妇产科44名实习生进行教学研究;随机分为常规组(采用PBL法完成妇产科教学)和研究组(采用PBL教学法+情景模拟方法完成妇产科教学),各22名;比较两组妇产科实习生理论考核总合格率、技能考核总合格率、教学效果评分(学习能力提升、学习态度提升、创新精神提升、团队合作提升)以及教学满意度评分(专业知识、实践同理论结合、教学趣味性以及教学紧密性)。结果研究组理论考核总合格率(95.45%)高于常规组(59.09%),差异有统计学意义(P<0.05);研究组技能考核总合格率(90.91%)高于常规组(59.09%),差异有统计学意义(P<0.05);研究组学习能力提升(90.25±4.13)分、学习态度提升(91.72±5.17)分、创新精神提升(92.25±5.13)分、团队合作提升(91.75±6.54)分均高于常规组学习能力提升(71.59±5.25)分、学习态度提升(72.49±4.29)分、创新精神提升(73.59±5.29)分、团队合作提升(75.65±5.25)分,差异有统计学意义(P<0.05);研究组专业知识(93.66±4.25)分、实践同理论结合(92.22±4.25)分、教学趣味性(89.95±5.17)分以及教学紧密性(91.69±5.29)分均高于常规组专业知识(82.28±5.39)分、实践同理论结合(81.79±5.15)分、教学趣味性(81.66±6.25)分以及教学紧密性(81.25±5.44)分,差异有统计学意义(P<0.05)。结论PBL教学法+情景模拟方法有效应用后,可显著提高妇产科实习生理论考核总合格率、技能考核总合格率、教学效果以及教学满意度,促进妇产科实习生综合素质提升。

Objective To explore the feasibility of applying PBL method+situational simulation teaching method in clinical obstetrics and gynecology teaching.Methods 44 interns from the Department of Obstetrics and Gynecology from January 2018 to December 2020 were selected for teaching research.They were randomly divided into the routine group(using PBL method to complete the teaching of obstetrics and gynecology)and the research group(using PBL teaching method+scenario simulation method to complete the teaching of obstetrics and gynecology),with 22 interns in each group.The total pass rate of the theoretical assessment,the total pass rate of the skills assessment,the teaching effect scores(improvement of learning ability,improvement of learning attitude,improvement of innovation spirit,improvement of teamwork)as well as the teaching satisfaction scores(professional knowledge,practice-theory integration,teaching interest,and teaching closeness)of the two groups of obstetrics and gynecology interns were compared.Results The total pass rate of theoretical examination in the research group(95.45%)was higher than that in the routine group(59.09%),the difference was statistically significant(P<0.05).The overall pass rate of skill assessment in the research group(90.91%)was higher than that in the routine group(59.09%),the difference was statistically significant(P<0.05).The research group's learning ability improved(90.25±4.13)points,learning attitude improved(91.72±5.17)points,innovation spirit improved(92.25±5.13)points,and teamwork improved(91.75±6.54)points,the scores were higher than those of the routine group for improving learning ability(71.59±5.25)points,improving learning attitude(72.49±4.29)points,improving innovative spirit(73.59±5.29)points,and improving teamwork(75.65±5.25)points,the difference was statistically significant(P<0.05).The professional knowledge of the research group(93.66±4.25)points,the combination of practice and theory(92.22±4.25)points,the interest of teaching(89.95±5.17)points and the closeness of teaching(91.69±5.29)points,the scores were higher than those of the routine group in terms of professional knowledge(82.28±5.39)points,combination of practice and theory(81.79±5.15)points,teaching interest(81.66±6.25)points and teaching closeness(81.25±5.44)points,the difference was statistically significant(P<0.05).Conclusion After the effective application of the PBL teaching method+scenario simulation method,the total pass rate of the theory examination,the total pass rate of the skill examination,the teaching effect and the teaching satisfaction of the obstetrics and gynecology interns can be significantly improved,and the overall quality of the obstetrics and gynecology interns can be improved.