CST培训模式在八年制医学生重症医学实践教学中的应用

An application of CST training mode in practical teaching of critical medicine for eight-year program medical students

目的:探讨CST培训模式在八年制医学生重症医学实践教学过程中的应用效果。方法:选取2016级八年制临床医学专业24名学生为研究对象,随机分为实验组和对照组,每组12人。实验组学生采用CST培训模式,即CBL+SSL+TBL教学法,对照组采用传统培训模式。教学结束后,对两组学生进行理论考核以及单项和综合技能考核。采用SPSS 22.0统计软件分析相关数据。结果:实验组理论总成绩优于对照组[(93.92±4.83)分vs.(90.08±3.94)分],差异具有统计学意义(t=2.129,P=0.045);实验组单项技能成绩优于对照组[(95.08±4.21)分vs.(93.58±5.78)分],差异无统计学意义(t=0.727,P=0.475);但实验组单项技能操作时间小于对照组[(5.04±1.52)分vs.(6.56±1.89)分],差异具有统计学意义(t=2.172,P=0.041)。实验组综合技能成绩优于对照组[(88.83±7.53)分vs.(78.08±9.45)分],差异具有统计学意义(t=3.081,P=0.005);实验组综合救治时间小于对照组[(10.81±2.57)分vs.(16.25±4.80)分],差异具有统计学意义(t=3.467,P=0.002);实验组救治成功率高于对照组(83.33%vs.41.67%),差异具有统计学意义(χ^(2)=4.444,P=0.035)。实验组学生普遍对CST培训模式予以肯定。结论:CST培训模式能激发八年制学生自主学习热情,有利于提高学生重症救治的综合能力,有效提升重症医学实践教学的质量。

Objective:To explore the application effects of CST training mode in the practical teaching of critical care medicine for eight-year program medical students.Methods:Twenty-four students from Batch 2016 eight-year program of clinical medicine were randomly divided into an experimental group and a control group,with 12 students in each group.The experimental group adopted the CST training mode,namely CBL+SSL+TBL teaching method,while the control group adopted the traditional training mode.After the training,the theoretical scores as well as clinical single and comprehensive skill scores were compared to evaluate the teaching effects.SPSS 22.0 statistical software was used to analyze relevant data.Results The theoretical scores of the students in the experimental group were better than those in the control group[(93.92+4.83)vs.(90.08+3.94)],and the difference was statistically significant(t=2.129,P=0.045).There was no significant difference in the single skill scores[(95.08+4.21)vs.(93.58+5.78),t=0.727,P=0.475]between the two groups.While the operation time of single skill in the experimental group was less than those in the control group[(5.04+1.52)vs.(6.56+1.89)],and the difference was statistically significant(t=2.172,P=0.041).The comprehensive skill of the students in the experimental group were better than those in the control group[(88.83+7.53)vs.(78.08+9.45)],and the difference was statistically significant(t=3.081,P=0.005).Moreover the treatment time of comprehensive skill in the experimental group was shorter than that in the control group[(10.81+2.57)vs.(16.25+4.80)],and the difference was statistically significant(t=3.467,P=0.002).Meanwhile,the treatment success of the experimental group was higher than that of the control group(83.33%vs 41.67%),and the difference was statistically significant(χ^(2)=4.444,P=0.035).The CST training mode was generally approved by the students in the experimental group.Conclusions The CST training mode can stimulate the enthusiasm of eight-year program medical students for independent learning,improve their clinical comprehensive ability of critical care treatment,and effectively improve the quality of practical teaching of critical care medicine.