亚专科背景下PBL联合CBL整合教学模式在感染科住院医师规范化培训中的应用

Application of PBL Combined with CBL Integrated Teaching Mode in Standardized Training of Residents in Infectious Diseases Department under Background of Sub-specialty

目的探索亚专科背景下PBL联合CBL整合教学模式在感染科住院医师规范化培训中的应用效果。方法60名规培生随机分为实验组与对照组,每组30人。对照组采取LBL教学模式,实验组实施PBL-CBL整合教学模式,2组出科时均进行考核,内容包括理论知识、病例分析及技能操作3个部分;并填写满意度调查问卷,包括学习内容掌握程度、激发学习兴趣、自主学习能力、资料查阅能力、临床思维能力、分析解决问题能力、沟通交流能力及团队协作能力8项指标;对比2组的教学效果及其对教学方法的满意程度。结果实验组规培生理论知识、病例分析及技能操作考核成绩明显高于对照组(P<0.05)。实验组规培生对学习内容掌握程度、激发学习兴趣、自主学习能力、资料查阅能力、临床思维能力、分析解决问题能力、沟通交流能力及团队协作能力评分也明显高于对照组(P<0.05)。结论亚专科背景下感染科规培带教中使用PBL-CBL整合教学模式可有效提高教学质量及规培生对教学效果的满意度。

Objective To explore the application effect of PBL combined with CBL integrated teaching mode in the standardized training of residents in infectious diseases department under the background of sub-specialty.Methods A total of 60 standardized resident training students were randomized into experimental group and control group with 30 cases in each group.The control group adopted the LBL teaching mode,and the experimental group implemented the PBL-CBL integrated teaching mode.When they left the infectious diseases department,students of both groups were assessed on theoretical knowledge,case analysis,and operational skills;and a satisfaction questionnaire survey was conducted,including eight indicators of mastery of learning content,stimulation of learning interest,self-learning ability,data retrieval ability,clinical thinking ability,problem-solving ability,communication ability,and team collaboration ability.Teaching effectiveness of the two groups and their satisfaction with the teaching methods were compared.Results The scores of theoretical knowledge,case analysis and operational skills of the students in the experimental group were higher than those in the control group(P<0.05).The scores of eight indicators in the questionnaire in the experimental group were also higher than those in the control group(P<0.05).Conclusion PBL-CBL integrated teaching mode can effectively improve the teaching quality and students'satisfaction with the teaching effect in the standardized training of residents in infectious diseases department under the background of sub-specialty.