PBL联合CTTM教学法在泌尿外科前列腺增生实习教学中的应用

Application of PBL Combined with CTTM Teaching Method in Practice Teaching of Benign Prostatic Hyperplasia in Urology

目的分析PBL联合CTTM在泌尿外科前列腺增生实习教学中提升教学效果的有效性。方法选择2020年7月1日-2022年6月30日在淮安市第一人民医院泌尿外科参加实习的60名五年制临床医学专业本科生为研究对象,采用数字表法随机分为联合组和常规组,每组各30人。联合组采用PBL联合CTTM教学法,常规组采用传统教学法。通过理论测验、迷你临床演练评估(Mini-CEX)量表比较2组教学效果,通过满意度调查问卷评价教学质量。结果理论测验中联合组和常规组的单选成绩(45.53±1.55)分与(44.73±1.43)分,无统计学差异。联合组的多选、案例题成绩及总分均高于常规组(24.10±1.84)分与(22.20±2.31)分、(14.00±2.73)分与(11.87±1.96)分、(83.63±4.92)分与(78.80±4.87)分,差异具有统计学意义。Mini-CEX量表得分中联合组在病史询问、体格检查、临床判断、组织效能、整体表现得分高于常规组(6.56±0.50)分与(6.03±0.61)分、(5.97±0.72)分与(5.30±0.88)分、(6.13±0.78)分与(5.70±0.65)分、(5.83±0.75)分与(5.33±0.61)分、(6.03±0.72)分与(5.40±0.50)分,差异有统计学意义,2组在沟通技巧、人文关怀得分(5.73±0.74)分与(5.40±0.67)分、(5.90±0.61)分与(5.63±0.49)分,无统计学差异。满意度调查问卷发出60份,回收60份。联合组对激发学习兴趣、提高自主学习能力、增强团队协作能力、提高临床思维能力的认可率均高于常规组93.33%与50%、90%与53.33%、86.67%与46.67%、93.33%与50%,差异具有统计学意义。结论在泌尿外科前列腺增生临床教学中应用PBL联合CTTM教学法,有助于巩固学生的理论知识、提升学生的临床思维能力,可行性强,有助于提高教学效果。

Objectives This study aims to analyze the effects of problem-based teaching method(PBL)and case three-dimensional teaching method(CTTM)in practice teaching of benign prostatic hyperplasia in Urology.Methods A total of 60 five-year undergraduates majoring in clinical medicine admitted to the urology department of the Affiliated Huaian No.1 People’s Hospital of Nanjing Medical University from July 2020 to June 2022 were randomly divided into the routine group(30 cases)and the joint group(30 cases).The combined teaching mode of PBL and CTTM was given to the joint group,and the traditional teaching mode was given to the routine group.The theoretical test scores and Mini-CEX scores were used to evaluate the teaching effects of the two groups.The satisfaction questionnaire survey was used to compare the satisfaction of the interns.Results In the theoretical test,the single-choice scores of the joint group and the routine group(45.53±1.55)points vs.(44.73±1.43)points were not significantly different.The multiple-choice,case questions and total scores of the joint group were higher than those of the routine group(24.10±1.84)points vs.(22.20±2.31)points,(14.00±2.73)points vs.(11.87±1.96)points,(83.63±4.92)points vs.(78.80±4.87)points,and the difference was statistically significant.In the Mini-CEX scale score,the joint group was higher than the routine group in terms of medical history inquiry,physical examination,clinical judgment,tissue efficacy,and overall performance(6.56±0.50)points vs.(6.03±0.61)points,(5.97±0.72)points vs.(5.30±0.88)points,(6.13±0.78)points vs.(5.70±0.65)points,(5.83±0.75)points vs.(5.33±0.61)points,(6.03±0.72)points vs.(5.40±0.50)points,and the difference was statistically significant.There was no statistical difference between the two groups in the two dimensions of communication skills and humanistic care(5.73±0.74)points vs.(5.40±0.67)points,(5.90±0.61)points vs.(5.63±0.49)points.In the satisfaction survey,60 questionnaires were sent out and 60 were collected.The joint group’s recognition rates for stimulating learning interest,improving autonomous learning ability,enhancing teamwork ability,and improving clinical thinking ability were higher than those of the routine group[93.33%(28/30)vs.50%(15/30),90%(27/30)vs.53.33%(16/30),86.67%(26/30)vs.46.67%(14/30),93.33%(28/30)vs.50%(15/30)],and the differences were statistically significant.Conclusions In the clinical teaching of prostatic hyperplasia in urology,the application of PBL and CTTM teaching methods helps consolidate students'theoretical knowledge and improve their clinical thinking ability,which is feasible and worthy of promotion.