基于PBL的情景模拟教学在重症医学科住院医师规范化培训中的应用

Application of PBL-based scenario simulation teaching in the standardized residency training in the department of critical care medicine

目的探讨基于以问题为基础的学习(problem-based learning,PBL)的情景模拟教学在重症医学科住院医师规范化培训中的作用和效果。方法选取2019年3月至2019年12月在苏州大学附属第一医院重症医学科规范化培训的住院医师48人,分为试验组和对照组,每组各24人。试验组采用基于PBL的情景模拟教学,对照组采用传统教学。教学任务结束后比较两组规培学员成绩,对比和分析调查问卷结果差异。应用SPSS 17.0进行t检验。结果试验组的理论考核成绩(85.50±5.15)分和技能考核成绩(82.38±5.64)分均高于对照组[(77.04±8.69)分、(70.92±5.65)分],差异有统计学意义(P<0.05)。试验组在提升学习兴趣和效率、提高临床工作能力、强化临床思维能力、提高团队协作能力和提高医患沟通能力等5个方面均高于对照组,差异有统计学意义(P<0.05)。结论基于PBL的情景模拟与传统教学相比优势明显,值得推广。

Objective To explore the role and effect of problem-based learning(PBL)-based scenario simulation teaching in the standardized residency training in the department of critical care medicine.Methods A total of 48 residents who received standardized residency training in the Department of Critical Care Medicine of the First Affiliated Hospital of Soochow University from March 2019 to December 2019 were randomly divided into the experimental group and the control group,with 24 ones in each group.The experimental group used PBL-based scenario simulation teaching,while the control group adopted the traditional teaching.After the end of the teaching,the exam scores of the two groups were observed and compared.Then the questionnaire was used to analyze the differences of the results.SPSS 17.0 was used for t-test.Results The scores of theoretical assessment(85.50±5.15)and skill assessment(82.38±5.64)in the experimental group were higher than those in the control group[(77.04±8.69)and(70.92±5.65)],and the differences were statistically significant(P<0.05).The experimental group was higher than the control group in improving learning interest and efficiency,improving clinical work ability,strengthening clinical thinking ability,improving teamwork ability,and improving doctor-patient communication ability,and the difference was statistically significant(P<0.05).Conclusion The PBL-based scenario simulation teaching has more advantages over the traditional teaching and is worthy of promotion.