基于PDCA循环的教学模式在血液科实习生带教中的应用实践

Application of teaching model based on PDCA cycle in hematology intern teaching

目的探索基于PDCA循环的教学模式在血液科实习生教学中的应用实践效果。方法选取2020年1—12月在血液科实习的医学生40名作为对照组,接受问题导向性学习(PBL)的教学模式,以2021年1—12月实习的40医学生作为试验组,接受基于PDCA循环联合PBL的教学模式;实习结束后进行出科考核并匿名填写满意度调查表。结果试验组实习生的临床考核成绩[(83.02±6.52)分比(77.34±6.96)分]及对教学的满意度[(40.08±2.08)分比(36.83±1.91)分]均较对照组显著提高(P<0.05);通过4周期PDCA循环持续改进,试验组不同循环周期实习生的各项指标评分均呈现逐渐上升趋势(P<0.05),包括miniCEX总评分[(51.00±2.54)分比(54.80±1.23)分比(57.40±1.43)分比(58.00±1.16)分],出科考核综合成绩[(75.17±5.23)分比(80.48±1.79)分比(87.63±1.67)分比(88.80±3.78)分]及教学总体满意度[(37.50±1.35)分比(39.50±0.53)分比(41.00±0.82)分比(42.30±1.34)分]。结论基于PDCA循环的教学模式在血液科实习生的临床教学中应用效果较好,值得在今后教学中推广应用。

Objective To investigate the practical application effect of teaching model based on PDCA cycle in hematology intern teaching.Methods Forty medical students(January to December in 2020)who practiced in hematology department as the control group accepted the teaching mode of problem-based learning(PBL);another 40 medical students(January to December in 2021)as the experimental group received the teaching mode of PDCA cycle combined with PBL.After the internship,an exam was conducted and a satisfaction questionnaire was filled out anonymously.Results The clinical assessment scores[(83.02±6.52)vs.(77.34±6.96)]and teaching satisfaction[(40.08±2.08)vs.(36.83±1.91)]of the experimental group were significantly higher than those of the control group(P<0.05).Through continuous improvement of 4 cycles of PDCA cycle,the scores of various indicators of interns in different cycles of the experimental group showed a gradual upward trend(P<0.05),including mini-CEX score[(51.00±2.54)vs.(54.80±1.23)vs.(57.40±1.43)vs.(58.00±1.16)],comprehensive examination results[(75.17±5.23)vs.(80.48±1.79)vs.(87.63±1.67)vs.(88.80±3.78)]and over‐all teaching satisfaction[(37.50±1.35)vs.(39.50±0.53)vs.(41.00±0.82)vs.(42.30±1.34)].Conclusion The teaching mode based on PDCA cycle achieved a good application effect in the clinical teaching of hematology interns,which is worth promoting in the future teaching.