模拟医学教学联合以问题为导向的教学法在妇科住院医师规范化培训分层技能培训中的应用

Application of simulation based medical education combined with problem-based learning in stratified skill training of standardized training for gynecological resident physicians

目的探讨模拟医学教学联合以问题为导向的教学法在妇科住院医师规范化培训分层技能培训中的应用。方法选取2020年7月至2022年7月温州市人民医院的28名妇科规培生作为研究对象,按照随机抽签法分为对照组与试验组,每组各14名。对照组采用传统教学法,试验组采用模拟医学教学联合以问题为导向的教学法。比较两组临床操作技能成绩、教学效果及教学满意度。结果试验组临床操作技能成绩优于对照组(P<0.05)。试验组临床操作能力、医患沟通能力及临床思维能力得分高于对照组(P<0.05)。试验组教学满意度高于对照组(P<0.05)。结论模拟医学教学联合以问题为导向的教学法在妇科住院医师规范化培训分层技能培训中的应用效果较好,可提高临床操作技能成绩、教学效果及教学满意度。

Objective To investigate the application of simulation based medical education combined with problem-based learning in stratified skill training of standardized training for gynecological resident physicians.Methods From July 2020 to July 2022,28 gynecological standardized training physicians in Wenzhou People’s Hospital were selected as the research objects.According to the random lottery method,they were divided into the control group and the experimental group,with 14 cases in each group.The traditional teaching method was adopted in the control group,and the simulation based medical education combined with problem-based learning was adopted in the experimental group.The result of clinical operation skills,teaching effect and teaching satisfaction of the two groups were compared.Results The result of clinical operation skills in the experimental group was better than that in the control group(P<0.05).The scores of clinical operation ability,doctor-patient communication ability and clinical thinking ability of the experimental group were higher than those of the control group(P<0.05).The teaching satisfaction of the experimental group was higher than that of the control group(P<0.05).Conclusion The application of the simulation based medical education combined with problem-based learning in stratified skill training of standardized training for gynecological resident physicians has a good effect,which can improve the result of clinical operation skills,teaching effect and teaching satisfaction.