情景模拟教学联合EBL教学法在骨科住院医师规范化培训中的应用

Application of Situational Simulation Teaching Combined with EBL Teaching Method in Orthopedic Residency Standardized Training

目的探讨研究情景教学法结合以循证医学为基础(evidence based learning,EBL)教学法在骨科住院医师规范化培训中的应用效果。方法研究对象为2023年2—6月期间按照轮转计划安排至遵义医科大学附属医院骨科一病区(关节与四肢病区)轮转学习40名住院医师规范化培训学员,依照随机数表法分为对照组和观察组,各20名,两组学员分别开展不同的教学方法,对照组采用传统教学法组,观察组采用教学情景法结合EBL教学法组。轮转学习结束后对两组学员进行理论成绩、技能考核及主观自测综合素质调查(内容包括:拓展和巩固专业知识的能力、激发学习兴趣、独立思考和解决问题的能力、临床思维与表达能力、检索文献能力等方面)。结果观察组在理论考试、技能考核的得分均高于对照组,差异有统计学意义(P<0.05)。观察组在拓展和巩固专业知识能力、激发学习兴趣、独立思考和解决问题的能力、临床思维与表达能力、检索文献能力等方面的得分明显高于对照组,差异有统计学意义(P<0.05)。结论骨科教学中实施情景教学法结合EBL教学法,可激发学员自主学习积极性,提升学员综合素质,促进了临床骨科教育质量提高,为骨科临床教学模式的改革与创新提供参考。

Objective To explore the application effect of research situation teaching method combined with evidence-based learning(EBL)teaching method in the standardized training of orthopedic residents.Methods The objects of the study were 40 trainees of standardized training of orthopedic residents who were arranged to rotate to the Department of Orthopedics First Ward(Joints and Extremities Ward)of the Affiliated Hospital of Zunyi Medical University from February to June 2023 according to the rotation plan.They were divided into control group and observation group of 20 trainees each according to the random number table method,and different teaching methods were carried out in the two groups.The control group used traditional teaching method group and the observation group used teaching situation method combined with EBL teaching method group.At the end of the rotational learning,the two groups of trainees were surveyed on their theoretical scores,skills assessment and subjective self-assessment of comprehensive quality(including the ability to expand and consolidate professional knowledge,stimulate interest in learning,independent thinking and problem-solving ability,clinical thinking and expression ability,and ability to retrieve literature).Results The scores of the observation group under the novel teaching method in the theory examination and skill assessment were higher than those of the control group,and the differences were statistically different(P<0.05).The scores of trainees in the observation group were significantly higher than those of the control group in the aspects of expanding and consolidating professional knowledge ability,stimulating learning interest,independent thinking and problems solving ability,clinical thinking and expression ability,and retrieving literature ability,and the difference was statistically significant(P<0.05).Conclusion The implementation of situation teaching method combined with EBL teaching method in orthopedic teaching can stimulate the enthusiasm of independent learning,improve the comprehensive quality of trainees,promote the improvement of the quality of clinical orthopedic education,and provide reference for the reform and innovation of orthopedic clinical teaching mode.