临床案例为基础多元化教学法在产科临床实习中的应用

Application of Clinical Case-based Diversified Teaching Method in Obstetrics Clinical Practice

目的 探讨以临床案例为基础的多元化教学模式在产科临床实习的应用效果,为提高教学质量提供参考依据。方法 选择2021年1月1日-2021年12月31日在某院产科实习的70名2017级临床专业五年制学生为研究对象,以抽签法随机将研究对象分为以临床案例为基础的多元化教学模式的实验组(35名)和以传统授课为主的教学模式的对照组(35名)。采用出科理论考试成绩,技能考核成绩和问卷调查进行统计分析。结果 实验组出科理论考核成绩为(86.0±3.6)分高于对照组成绩(78.2±3.1)分,差异有统计学意义;临床技能考核中,实验组在四步触诊、阴道手术消毒铺巾、人工破膜、骨盆外测量项目成绩分别为(84.3±4.5)分、(81.5±3.0)分、(82.4±2.5)分、(80.3±4.1)分,高于对照组各项目成绩(75.3±3.5)分、(78.1±2.9)分、(80.2±2.3)分、(76.9±2.6)分,差异均有统计学意义。在问卷调查中各维度实验组高于对照组,差异有统计学意义,但2组在学业负担方面无差异性。结论 以临床案例为基础的多元化教学模式在产科实习中提高学生综合能力的培养和满意度,取得较好教学效果,这种带教模式值得推广。

Objectives This study aims to discuss the application effect of the diversified teaching mode based on clinical cases in obstetrics clinical practice,and provide a reference for improving the quality of teaching.Methods A total of 70 five-year clinical undergraduates of class 2017who interned in the Obstetric department in a hospital from January 1 to December 31,2021 were selected as subjects,and they were randomly divided into the experimental group(35 students in diversified teaching modes based on clinical cases group)and the control group(35 students in traditional teaching mode).The application value of the multi-teaching method based on clinical cases in obstetrics clinical practice was preliminarily explored by using the results of the theoretical examination,skills assessment,and questionnaire survey.Results The theoretical examination score of the experimental group was(86.0±3.6)points higher than that of the control group(78.2±3.1)points,the difference was statistically significant.In the clinical skll assessment,the experimental group scored(84.3±4.5)points,(81.5±3.0)points,(82.4±2.5)points,and(80.3±4.1)points in the four-step palpation,vaginal operation disinfection and draping,artificial rupture of membranes,and external pelvic measurement items,respectively,which were higher than(75.3±3.5)points,(78.1±2.9)points,(80.2±2.3)points,(76.9±2.6)points of the control group.The differences were statistically significant.In the questionnaire survey,the experimental group was higher than the control group in each dimension,and the difference was statistically significant,but there was no difference in the academic burden between the two groups.Conclusions The diversified teaching modes based on clinical cases can improve the cultivation of students'comprehensive ability and satisfaction in obstetric practice and achieve good teaching results.This teaching mode is worthy of popularization.