基于不良事件的PBL教学法在麻醉科实习生教学中的应用

Practice of PBL method based on adverse events in the teaching of anesthesiology interns

目的 探讨基于不良事件为引导的基于问题的教学法(PBL)在麻醉科实习生教学中的应用效果。方法选取2021年3月至2023年3月在嘉兴学院附属医院麻醉科实习的50名本科生,分为观察组(n=25)与对照组(n=25)。观察组采用以不良事件为引导的PBL教学,对照组采用传统教学。比较两组学生的综合测试成绩、综合能力提升自我评价及对教学的满意度。结果 实习结束后,观察组学生专业理论知识、麻醉技能操作、案例分析考核成绩均高于对照组,差异均有统计学意义(t分别=5.39、4.36、2.96,P均<0.05);观察组学生在提高学习兴趣,提高临床思维能力,提高沟通、应变能力,提高查阅资料、文献检索能力,提高团队协作能力方面的得分均高于对照组,差异均有统计学意义(t分别=4.63、3.98、6.63、7.32、4.01,P均<0.05)。观察组学生在对教学模式效果、课程内容掌握程度及师生互动方面满意度明显高于对照组,差异均有统计学意义(χ^(2)分别=7.12、4.32、6.57,P均<0.05),但在教师带教态度方面比较,差异无统计学意义(χ^(2)=0.33,P>0.05)。结论 以不良事件为引导的PBL教学法可提升麻醉本科实习生理论知识和技能操作水平,提高学生综合能力,改善教学满意度。

Objective To explore the application effect of PBL teaching based on adverse events in the teaching of an-esthesiology interns.Methods Fifty undergraduates who practiced in anesthesia in the Affiliated Hospital of Jiaxing Uni-versity from March 2021 to March 2023 were selected and divided into observation group(n=25)and control group(n=25).The observation group received PBL instruction guided by adverse events,while the control group received tradition-al instruction.The comprehensive test scores,comprehensive ability improvement self-evaluation and teaching satisfaction between two groups were compared.Results After the practice,the scores of the students in the observation group in professional theoretical knowledge,anesthesia skill operation and case analysis were higher than those in the control group,with statistical significance(t=5.39,4.36,2.96,P<0.05).The scores of students in the observation group in im-proving learning interest,clinical thinking ability,communication and response ability,data retrieval and literature retriev-al ability,and team cooperation ability were higher than those in the control group,with statistical significance(t=4.63,3.98,6.63,7.32,4.01,P<0.05).The satisfaction of students in the observation group in terms of teaching model effect,course content mastery and teacher-student interaction was significantly higher than that in the control group,and the dif-ference was statistically significant(χ^(2)=7.12,4.32,6.57,P<0.05).But there was no significant difference in teachers'teaching attitude(χ^(2)=0.33,P>0.05).Conclusion PBL teaching guided by adverse events can improve the theoretical knowledge and skill operation level of undergraduate anesthesia interns,improve students'comprehensive ability and teaching satisfaction.