“SPOC+SSP模拟演练+多维度评价”在《急诊与灾难医学》见习教学中的应用研究

Application Study of“SPOC+SSP Simulation Exercise+Multi-dimensional Evaluation”in the Probation Teaching of Emergency and Disaster Medicine

目的改革《急诊与灾难医学》见习教学方法,提高见习教学质量,探索研究“SPOC+SSP模拟演练+多维度评价”联合教学模式在《急诊与灾难医学》见习教学中的应用效果。方法选取广西中医药大学2018级临床医学本科班4个班级共263名学生,以班级为单位,将4个班级随机分为对照组和研究组,每组2个班级,每班3次见习课。对照组131人采用常规教学模式开展见习教学,研究组132人施以“SPOC+SSP模拟演练+多维度评价”联合教学法开展教学。学期结束后,横向比较两组SRSSDL评分、理论成绩以及教学满意度调查问卷表。纵向分析研究组3次见习课中Mini-CEX评价量表得分情况。结果研究组SRSSDL量表各维度评分及总分明显高于对照组(P<0.05);研究组理论成绩总分明显高于对照组(P<0.05);研究组教学满意度明显高于对照组(P<0.05)。纵向分析研究组3次见习课中Mini-CEX评价量表得分情况,第2次与第1次的Mini-CEX总成绩相比差异有统计学意义(P<0.05),且问诊技巧、人文关怀得分较第1次有明显提高(P<0.05);而第3次Mini-CEX总成绩明显优于第1次及第2次(P<0.01),在问诊技巧、体格检查、人文关怀、临床判断、沟通技巧、组织效能及整体表现方面与第1次相比均体现出明显的进步(P<0.01)。结论“SPOC+SSP模拟演练+多维度评价”联合见习教学法与传统见习教学相比,能充分提升学生的自主学习能力、急诊思维能力及临床综合运用能力,激发学生学习兴趣,提高教学计划设计质量及教师教学能力,从而帮助学生尽快适应从医学生过渡到医生的过程,学生满意度高,是一种行之有效的见习教学模式。

Objective:To reform the teaching method in Emergency and Disaster Medicine,improve the teaching quality of Emergency and Disaster Medicine,,and to explore the application effect of SPOC+SSP simulation exercise+multi-dimensional evaluation in the probation teaching of Emergency and Disaster Medicine,.Methods:A total of 263 students from four classes of 2018 clinical medicine undergraduate course in Guangxi University of Chinese Medicine were selected.The four classes were randomly divided into the control group and study group,with two classes in each group and three probation courses in each class.A total of 131 students in the control group were taught by the routine teaching mode,while 132 students in the study group were taught by the combined teaching method of“SPOC+SSP simulation exercise+multidimensional evaluation”.At the end of the semester,SRSSDL scores,theoretical scores and teaching satisfaction questionnaire were compared between the two groups.Longitudinal analysis of the mini-CEX evaluation scale scores in the study group during the three probation courses.Results:The score and total score of SRSSDL in the study group were significantly higher than those in the control group(P<0.05).The total theoretical score of the study group was significantly higher than that of the control group(P<0.05).The teaching satisfaction of the study group was significantly higher than that of the control group(P<0.05).The score of mini-CEX evaluation scale in the longitudinal analysis group in the three probation courses showed statistical difference between the total score of mini-CEX in the second and the first(P<0.05),and the score of consultation skills and humanistic care was significantly improved compared with the first(P<0.05).The total score of the third mini-CEX was significantly better than that of the first and the second(P<0.01).Compared with the first,the third Mini-CEX showed significant progress in consultation skills,physical examination,humanistic care,clinical judgment,communication skills,organizational effectiveness and overall performance(P<0.05).Conclusion:Compared with traditional probation teaching method,“SPOC+SSP simulation exercise+multidimensional evaluation”combined probation teaching method can fully improve students′independent learning ability,emergency thinking ability and comprehensive clinical application ability,stimulate students′interest in learning,improve the quality of teaching plan design and teachers′teaching ability,and help students adapt to the process of transition from medical students to doctors as soon as possible,with high student satisfaction,which is an effective teaching model of probation.