PBL教学法联合iDOPS在放射科临床住培生教学中的应用

Application of PBL Teaching Method Combined With iDOPS in Standardized Training of Clinical Rotation Residents in Radiology Department

目的探讨研究基于问题的教学法(problem-based learning,PBL)联合改良操作技能直接观察评估(improved direct observation of procedural skill,iDOPS)教学在放射科临床住培生中的应用及其效果。方法将2021年1月—2022年1月在嘉兴市第一医院的放射科轮转的118名临床住培生随机分为试验组及对照组,各59名,试验组采用PBL联合iDOPS教学模式,对照组采用以授课为主的常规教学模式(lecture-based learning,LBL)及iDOPS。对比出科时两组住培生出科考理论考成绩、阅片技能考成绩、三阶段iDOPS评估分数、教学满意度评价。结果试验组住培生出科理论考成绩、阅片技能考成绩、第二、三阶段iDOPS评估分数分别为(85.41±7.64)分、(84.20±6.82)分、(45.27±6.66)分及(54.15±5.88)分,均高于对照组,差异有统计学意义(P<0.05),教学满意度各维度评价均高于对照组,差异有统计学意义(P<0.05)。结论PBL联合iDOPS教学在临床住培生中的应用效果显著。

Objective To explore the application and effect of problem-based learning(PBL)combined with improved direct observation of procedural skill(iDOPS)teaching in standardized training of clinical rotation residents.Methods A total of 118 clinical resident trainees who rotated in the radiology department of Jiaxing First Hospital from January 2021 to January 2022 were randomly divided into an experimental group and a control group,with 59 residents in the experimental group using PBL combined with iDOPS teaching mode,and the control group using lecture-based learning(LBL)and iDOPS.The two groups of resident trainees were compared with the theoretical test results,film reading skills test results,three-stage iDOPS evaluation scores,and teaching satisfaction evaluation.Results The scores of the experimental group were(85.41±7.64)points,(84.20±62)points,(45.27±6.66)points and(54.15±5.88)points,respectively,which were higher than those in the control group,and the differences were statistically significant(P<0.05),and the evaluation of all dimensions of teaching satisfaction was higher than that of the control group(P<0.05).Conclusion The application effect of PBL combined with iDOPS teaching in standardized training of clinical rotation residents is remarkable.