基于OBE理念的带教对医学生临床思维能力培养的研究与实践

Research and Practice on the Development of Medical Students' Clinical Thinking Skills through OBE-based Teaching

目的探讨基于成果导向教育(outcome based education,OBE)理念设计的心内科见习带教课程对医学生临床思维能力培养的影响,解决医学生临床工作中临床思维能力不足的问题,提高岗位胜任力。方法选择2020年9月—2021年9月齐齐哈尔医学院附属第二医院实习学生70名,分为对照组(2017级)和观察组(2018级),各35名。对照组采用传统的教学方法和教学内容,观察组采用基于OBE理念的带教。教学后通过调查问卷、技能考核等方式对教学效果和学生的临床思维能力给予评价。结果观察组学生在线学习、课前学习、课后复习3方面的参与情况高于对照组,差异有统计学意义(P<0.05);观察组教学模式满意度及感兴趣程度高于对照组,差异有统计学意义(P<0.05);观察组的考核成绩、临床思维能力总分均高于对照组,差异有统计学意义(P<0.05)。结论基于OBE理念的带教教学改革对于医学本科生临床思维水平、在线学习、课前学习、课后复习参与情况、教学模式满意度及感兴趣程度均有显著的提高作用。

Objective To explore the impact of the cardiology internship teaching course designed based on outcome based education(OBE)concept on the cultivation of clinical thinking ability of medical students,solve the problem of insufficient clinical thinking ability of medical students in clinical work,and improve their job competence.Methods Seventy students from September 2020 to September 2021 at the Second Hospital of Qiqihar Medical College were selected and divided into a control group(class of 2017)and an observation group(class of 2018),with 35 people in each group.The control group used traditional teaching methods and teaching contents,and the observation group used the OBE concept of leading teaching.After teaching,the teaching effect and students'clinical thinking ability were evaluated by questionnaires and skills assessment.Results The participation of students in online learning,pre class learning,and post class review in the observation group was higher than that in the control group,with a statistically significant difference(P<0.05);The satisfaction and interest level of the observation group in teaching mode were higher than those of the control group,and the difference was statistically significant(P<0.05);The assessment scores and total clinical thinking ability scores of the observation group were higher than those of the control group,with statistically significant differences (P<0.05). Conclusion The teaching reform based on the OBE concept has a signifi cant improvement effect on the clinical thinking level, online learning, pre class learning, post class review participa tion, teaching mode satisfaction, and interest level of medical undergraduate students.