PBL结合模拟病人教学在妇产科临床实习带教中的应用效果

Application Effect of PBL Combined With Simulated Patient Teaching in Clinical Practice Teaching in Obstetrics and Gynecology

目的探讨妇产科临床实习带教过程中实施基于问题的学习法(problem-based learning,PBL)结合模拟病人教学的效果。方法选择2019年8月—2021年10月于莱西市人民医院妇产科临床实习的医学生为研究对象,按随机数字表法将94名实习生分为两组,各47名。观察组予以PBL结合模拟病人教学方式进行教学,对照组予以常规教学模式,两组均教学4周。对比两组学习效率、学习成绩及满意度。结果观察组学习效率优于对照组;观察组病历书写、理论知识、沟通能力及技术操作能力评分分别为(21.24±1.13)分、(21.55±1.20)分、(22.21±1.04)分、(22.46±0.93)分,均高于对照组的(17.92±1.02)分、(17.25±0.95)分、(15.38±0.85)分、(18.58±0.81)分;观察组学习兴趣、提高临床思维能力、培养自学能力、理论知识理解与记忆、增强沟通交流能力和对教学方法的综合满意度分别为93.62%、87.23%、78.72%、80.85%、80.85%、87.23%,均高于对照组的55.32%、53.19%、53.19%、55.32%、59.57%、59.57%,差异均有统计学意义(P<0.05)。结论妇产科临床实习带教中应用PBL结合模拟病人教学,能够有效提升实习生的学习效率、学习成绩与教学满意度。

Objective To explore the effect of implementing problem-based learning(PBL)combined with simulated patient teaching in the course of clinical practice teaching in obstetrics and gynecology.Methods The medical students who were in clinical internship in the department of gynaecology and obstetrics in Laixi People’s Hospital from August 2019 to October 2021 were selected as the research objects.According to the random number table method,94 interns were divided into two groups,with 47cases in each group.The observation group was taught with PBL combined with simulated patient teaching methods,and the control group was taught with conventional teaching methods.Both groups were taught for 4 weeks.The study efficiency,academic performance and satisfaction of the two groups were compared.Results The learning efficiency of the observation group was better than that of the control group.The scores of medical record writing,theoretical knowledge,communication ability and technical operation ability of the observation group were(21.24±1.13)points,(21.55±1.20)points,(22.21±1.04)points,and(22.46±0.93)points,all higher than the control group’s(17.92±1.02)points,(17.25±0.95)points,(15.38±0.85)points,(18.58±0.81)points.The observation group’s interest in learning,improving clinical thinking ability,and training self-study ability,theoretical knowledge understanding and memory,enhanced communication skills and overall satisfaction with teaching methods were 93.62%,87.23%,78.72%,80.85%,80.85%,87.23%,all higher than the control group’s 55.32%,53.19%,53.19%,55.32%,59.57%,59.57%,the differences were all statistically significant(P<0.05).Conclusion The application of PBL combined with simulated patient teaching in clinical practice teaching in obstetrics and gynecology can effectively improve the learning efficiency,academic performance and teaching satisfaction of interns.