Mini-CEX结合PBL教学在神经内科实习生临床教学中的应用

The Application of Mini-CEX Combined with PBL Teaching in the Clinical Teaching of Neurology Interns

目的探讨迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)结合问题驱动教学法(problem-based learning,PBL)在神经内科实习生临床教学中的应用价值。方法将2020年7月—2021年6月间在长治医学院附属和济医院神经内科完成临床实习任务的2016级五年制本科学生79名以随机数表法分为研究组(n=40)与对照组(n=39)。对照组采取常规带教配合PBL教学,研究组在对照组基础上采取Mini-CEX教学,实习结束后,比较两组实习生Mini-CEX评分以及教学满意度。结果入科时,两组实习生Mini-CEX各项评分比较差异无统计学意义(P>0.05);出科时,两组Mini-CEX各项评分较入科时均有提升,但研究组各项评分均高于对照组,差异有统计学意义(P<0.05)。研究组教学满意度为97.50%,较对照组教学满意度84.62%更高,差异有统计学意义(P<0.05)。结论在神经内科实习生临床教学过程中应用Mini-CEX结合PBL教学能够进一步提升学生综合实践能力及教学满意度。

Objective To explore the value of mini-clinical evaluation exercise(Mini-CEX)combined with problem-based learning(PBL)in the clinical teaching of neurology interns.Methods From July 2020 to June 2021,79 five-year undergraduate students of grade 2016 who completed clinical practice tasks in the Department of Neurology,Heji Hospital affiliated to Changzhi Medical College were divided into study group(n=40)and control group(n=39)by random number table method.The control group adopted routine teaching and PBL teaching,and the study group adopted Mini-CEX teaching on the basis of the control group.After the internship,the Mini-CEX scores and teaching satisfaction of the two groups were compared.Results There was no statistically significant difference in Mini-CEX scores between the two groups(P>0.05).At the time of discharge,the Mini-CEX scores of the two groups were higher than those at the time of admission,but the scores of the study group were higher than those of the control group,the difference was statistically significant(P<0.05).The teaching satisfaction of the study group was 97.50%,which was higher than that of the control group(84.62%),and the difference was statistically significant(P<0.05).Conclusion The application of Mini-CEX combined with PBL teaching in the clinical teaching process of neurology interns can further improve students'comprehensive practice ability and teaching satisfaction.