基于岗位胜任力的“导师学长制”教学方法在儿科学临床实习教学中的应用

Application of“senior-tutor system”teaching method based on post competence in clinical practice teaching of pediatrics

目的探讨基于岗位胜任力的“导师学长制”教学方法在儿科学临床实习教学中的应用效果。方法选择2021年1月至12月在浙江省诸暨市人民医院进行儿科学临床实习的温州医科大学和浙江中医药大学2017级五年制临床医学专业60名学生为研究对象,采用随机数字表法将其分为试验组和对照组,每组30名学生。试验组学生采用基于岗位胜任力的“导师学长制”教学方法,对照组学生采用传统教学方法。2周教学结束后,比较两组学生出科理论考试成绩、Mini-CEX(mini-clinical evaluation exercise)评价结果、操作技能直接观察(direct observation of procedural skills,DOPS)评价结果和教学满意度。结果出科理论考试成绩,试验组学生[(91.47±3.95)分]高于对照组学生[(87.94±5.58)分],其差异具有统计学意义(P<0.05);Mini-CEX评价结果,试验组学生在体格检查、沟通技能与人文关怀以及整体表现的评分上均优于对照组学生,其差异均具有统计学意义(均P<0.05);DOPS评价结果,试验组学生相关操作常识、整体适任和总体评价的评分均优于对照组学生,其差异均具有统计学意义(均P<0.05);教学满意度,试验组学生各项内容评分均高于对照组学生,其差异均具有统计学意义(均P<0.05)。结论基于岗位胜任力的“导师学长制”教学方法在儿科学临床实习教学中的应用,有利于学生更好地掌握理论知识,提高操作技能和临床思维能力,可以提高学生的教学满意度。

Objective To explore the application effect of“senior-tutor system”teaching method based on post competence in clinical practice teaching of pediatrics.Methods A total of sixty clinical practice students which were five-year clinical medicine major grade 2017 in Wenzhou Medical University and Zhejiang Chinese Medical Universiry in the Pediatrics Department of Zhuji People's Hospital in Zhejiang Province from January to December 2021 were selected as research objects,and were randomly divided into experimental group and control group.Thirty students in the experimental group adopted the“senior-tutor system”teaching method based on post competence,while 30 students in the control group adopted traditional teaching method.After 2 weeks of teaching,the theoretical scores,Mini-CEX(mini-clinical evaluation exercise)evaluation results,direct observation of procedural skills(DOPS)evaluation results and students'teaching satisfaction were compared between two groups.Results The scores of theoretical knowledge examination of the experimental group[(91.47±3.95)points]were higher than those of the control group[(87.94±5.58)points],and the differences were statistically significant(all P<0.05).Mini-CEX evaluation showed that students in experimental group were better than those in control group in terms of physical examination,communication skills,humanistic care and overall performance,and the differences were statistically significant(all P<0.05).According to the DOPS evaluation scale,the scores of operational knowledge,overall suitability and overall evaluation of the students in the experimental group were better than those in the control group,and the differences were statistically significant(all P<0.05).The teaching satisfaction of experimental group students were all significantly higher than those of control group students,the differences were statistically significant(all P<0.05).Conclusions The“senior-tutor system”teaching method based on post competence is beneficial for interns to better master theoretical knowledge,improve operation ability and clinical thinking ability,and improve interns'teaching satisfaction through the new teaching method.