翻转模拟教学模式提高妇产科规范化培训效果分析

The Effect of Flipped Simulation Training on the Improvement of Standardized Training in Obstetrics and Gynecology

目的通过评价翻转模拟教学模式对妇产科规培医师的高阶认知持有力及临床能力的提高程度,研究其在提高妇产科规范化培训效果方面的作用。方法2022年3月1日-2022年12月31日在产科规范化培训的住院医师60名为研究对象,随机分为研究组(接受翻转模拟教学培训)和对照组(接受传统教学模式培训),对培训前后两组研究对象的高阶认知持有力的变化以及临床出科考核成绩进行分析。计数资料采用卡方检验进行统计学分析;正态分布的计量资料采用t检验,非正态分布的计量资料采用秩和检验进行统计学分析,P<0.05为差异有统计学意义。结果培训前后研究组医师自我主动学习比例(16.67%vs 63.33%P=0.001)、个人寻找资料比例(13.33%vs 53.33%P=0.003)、自我在学习不同主题之间寻找联系比例(16.67%vs 46.67%P=0.043)、根据自己的知识主动做出判断比例(16.67%vs 60%P=0.003)、个人主动尝试新的想法比例(16.67 vs 53.33%P=0.012)、自我主动向老师或同学提出问题比例(20%vs 53.33%P=0.024)以及自己个人主动沟通比例(20%vs 60%P=0.005)都有了显著的提高,而对照组仅在根据个人的知识做出判断(16.67%vs 56.67%P=0.006)以及自我主动沟通(20%vs 56.67%P=0.014)方面得到了提高;研究组研究对象的出科成绩,包括体格检查(94.1±2.6 vs 88.7±3.8 P=0.000)、病例分析能力(92.2±2.9vs 90.1±1.5 P=0.011)、手术操作(92.5±2.6 vs 89.3±2.1 P=0.002)以及胎心监护图识图能力(95.6±2.4vs 93.0±1.6 P=0.003)都明显高于对照组。结论与传统教学模式相比翻转模拟教学模式能够明显提高妇产科规范化培训医师的自主思考、主动学习的能力,并且在提高规范化培训医师的临床能力方面也有很大的优势,可以在临床进行推广。

Objectives This study aims to explore the role of the flipped simulation teaching model in improving the effectiveness of standardized training in obstetrics and gynecology by evaluating the degree to which this model improves the high-order cognitive abilities and clinical abilities of physicians training in obstetrics and gynecology.Methods The research subjects included 60 resident doctors receiving training in the obstetric department of the Beijing Obstetrics and Gynecology Hospital from March 1,2022 to December 31,2022.They were randomly divided into a study group(receiving flipped simulation teaching training)and a control group(receiving traditional teaching training).The changes in SOCHP and clinical assessment scores of the two groups of research subjects before and after the training were analyzed.Count data were statistically analyzed using the chi-square test.Normally distributed measurement data were tested using a t-test.Non-normally distributed measurement data were statistically analyzed using the rank sum test,and P<0.05 was considered a statistically significant difference.Results The ratio of active learning(16.67%vs 63.33%,P=0.001),finding information on their own(13.33%vs 53.33%,P=0.003),finding connections between different topics of study(16.67%vs 46.67%,P=0.043),making judgments based on their own knowledge(16.67%vs 60%,P=0.003),trying new ideas(16.67 vs 53.33%,P=0.012),asking questions to teachers or classmates(20%vs 53.33%,P=0.024),and self-active communication(20%vs 60%,P=0.005)were significantly improved in the study group.The control group improved only in making judgments based on their own knowledge(16.67%vs 56.67%,P=0.006)and self-active communication(20%vs 56.67%,P=0.014).The research group's study subjects'discharge scores,including the physical examination(94.1±2.6 vs 88.7±3.8,P=0.000),case analysis ability(92.2±2.9 vs 90.1±1.5,P=0.011),surgical operation(92.5±2.6 vs 89.3±2.1,P=0.002)and fetal heart rate monitoring chart recognition ability(95.6±2.4 vs 93.0±1.6,P=0.003)were significantly higher than those in the control group.Conclusions Compared with the traditional teaching model,the flipped simulation teaching model can significantly improve the independent thinking and active learning abilities of standardized training physicians in obstetrics and gynecology.It also has great advantages in improving the clinical capabilities of standardized training physicians and can be promoted in clinical practice.