以问题为导向的床旁教学模式在糖尿病酮症酸中毒临床教学中的应用

Application of Problem-oriented Bedside Teaching Mode in Clinical Teaching of Diabetic Ketoacidosis

目的分析以问题为导向的床旁教学模式在糖尿病酮症酸中毒临床教学中的应用。方法抽取2020年1—12月在攀枝花市中心医院内分泌科糖尿病酮症酸中毒临床实习的学生80名作为研究对象,根据随机数表法分成对照组及观察组,每组40名。前者接受传统以问题为导向的教学模式,后者接受以问题为导向的床旁教学模式。对比不同教学模式的效果。结果观察组理论考核成绩中单选题、多选题、论述题得分及总分均高于对照组,差异有统计学意义(P<0.05);mini-CEX评分中,两组治疗方案评分对比,差异无统计学意义(P>0.05);观察组其余各评分情况均高于对照组,差异有统计学意义(P<0.05);两组胰岛素类型选择对比,差异无统计学意义(P>0.05),观察组其余各评估情况优于对照组,差异有统计学意义(P<0.05);观察组对教学满意度明显高于对照组,差异有统计学意义(P<0.05)。结论在糖尿病酮症酸中毒临床教学中运用以问题为导向的床旁教学模式具有较高的应用价值。

Objective To analyze the application of problem-oriented bedside teaching mode in clinical teaching of diabetic ketoacidosis.Methods 80 students from January to December 2020 in the clinical practice of diabetic ketoacidosis in the Department of Endocrinology,Panzhihua Central Hospital were selected as the research subjects.According to the random number table method,they were divided into control group and observation group,with 40 students in each group.The former accepted the traditional problem-oriented teaching model,and the latter accepted the problem-oriented bedside teaching model.Compared the effects of different teaching modes.Results The scores of single-choice questions,multiple-choice questions,essay questions and total scores in the theoretical assessment of the observation group were higher than those of the control group,and the difference was statistically significant(P<0.05).In the mini-CEX score,there was no statistically significant difference in the scores of the treatment regimens between the two groups(P>0.05);the other scores in the observation group were higher than those in the control group,and the difference was statistically significant(P<0.05).There was no statistically significant difference in the selection of insulin type between the two groups(P>0.05),and the other evaluations in the observation group were better than those in the control group,and the difference was statistically significant(P<0.05).The teaching satisfaction of the observation group was significantly higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The use of problem-oriented bedside teaching mode in clinical teaching of diabetic ketoacidosis has high application value.