情景模拟教学和CBL在麻醉科住院医师培训中的应用

Application of Scenario Simulation Teaching and CBL in Anesthesiology Resident Training

目的对情景模拟教学和案例教学法在麻醉科住院医师规范化培训中的应用效果进行评价。方法选取2021年1月—2023年1月广州中医药大学第一附属医院内的40名麻醉科住院医师为研究对象。随机分为对照组20名,采用传统教学方法,观察组20名,采用情景模拟教学联合案例教学法。对比2组教学效果。结果教学效果评估示,在学习积极性、学习主动性、合作精神、学习态度、沟通能力、专业精神、应变能力等方面,观察组的评分[(92.32±3.55)分、(92.28±3.23)分、(92.33±2.63)分、(93.25±3.35)分、(93.06±3.12)分、(95.45±2.43)分、(89.42±3.05)分]均高于对照组[(86.41±4.12)分、(85.56±3.53)分、(84.35±4.01)分、(85.38±3.46)分、(86.55±3.62)分、(88.68±3.42)分、(84.24±2.59)分],差异有统计学意义(P<0.001)。在理论知识和技术操作上,观察组住院医师规范化培训(简称“住培”)生的成绩得分均高于对照组,差异有统计学意义(P<0.001)。对照组考核评分低于观察组,差异有统计学意义(P<0.001)。对照组的培训总满意度显著低于观察组,差异有统计学意义(P<0.05)。结论麻醉科住院医师规范化培训中应用情景模拟教学和案例教学法取得了较好的教学效果,改善了麻醉科住院医师的学习能力和态度,提高了成绩和技能,增加了对培训工作的满意度。

Objective To evaluate the application effect of scenario simulation teaching and case teaching methods in standardized training of anesthesia resident physicians.Methods A total of 40 resident anesthesiologists from the First Affiliated Hospital of Guangzhou University of Chinese Medicine from January 2021 to January 2023 were selected and divided into a control group using conventional teaching methods and an observation group using scenario simulation teaching combined with case teaching method.Each group had 20 resident anesthesiologists,and the teaching effects were compared.Results The evaluation of teaching effect showed that the scores of the observation group[(92.32±3.55)points,(92.28±3.23)points,(92.33±2.63)points,(93.25±3.35)points,(93.06±3.12)points,(95.45±2.43)points,(89.42±3.05)points]were significantly higher than those of the control group[(86.41±4.12)points,(85.56±3.53)points,(84.35±4.01)points,(85.38±3.46)points,(86.55±3.62)points,(88.68±3.42)points,(84.24±2.59)points]in terms of learning enthusiasm,learning initiative,cooperation spirit,learning attitude,communication ability,professionalism,strain ability,etc.And the difference was statistically significant(P<0.001).In terms of theoretical knowledge and technical operations,the performance scores of the observation group's resident trainees were significantly higher than those of the control group,and the difference was statistically significant(P<0.001).The assessment score of the control group was lower than that of the observation group,and the difference was statistically significant(P<0.001).The total satisfaction with training in the control group was significantly lower than that in the observation group,with a statistically significant difference(P<0.05).Conclusion The application of scenario simulation teaching and case teaching method in standardized training of anesthesia resident physicians has achieved good teaching results,improved the learning ability and attitude of anesthesia resident physicians,improved grades and skills,increased satisfaction with training work.