MiniQuest教学模式在感染科实习医生教学中的应用

Application research on MiniQuest teaching model in teaching of trainee doctor in infectious disease department

目的 探讨MiniQuest教学模式在感染科实习医生教学中的应用。方法 选择2020年9月—2021年6月本校60名感染科实习医生作为研究对象,按不同年级分为对照组(2020级)和干预组(2021级)两组,每组各30名。对照组采用传统教学方法,干预组采用MiniQuest教学方法。比较两组中文版评判性思维能力测量量表、自我效能量表、团队凝聚力测量问卷、教学效果评价问卷、考试成绩。结果 干预后,干预组实习医生的寻找真相、开放思想、分析能力、系统化能评判性思想的自信心、求知欲和认知成熟度及总分得分高于对照组,差异有统计学意义(P<0.05);干预后,干预组实习医生的自我效能评分明显高于对照组,差异有统计学意义(P<0.05);干预后,干预组实习医生的共乐群性、自律性、归属性、价值性及总分评分明显低于对照组,差异有统计学意义(P<0.05);干预组实习医生喜欢此种教学方式占90.00%,能掌握重点内容、能提高问题分析能力及能提高团结合作能力均占86.67%,能提高评判性思维能力和能提高自主学习能力均占83.33%,能提高操作技能占80.00%,能提高语言表达能力、能提高人际沟通能力及能提高学习兴趣均占76.67%;干预组实习医生的理论成绩和操作成绩均高于对照组,差异有统计学意义(P<0.05)。结论 MiniQuest教学模式能提高感染科实习医生评判性思维能力、自主学习能力、实习医生教育水平及核心竞争能力。

Objective To explore the application of MiniQuest teaching model in the teaching of trainee doctor in department of infectious disease.Methods The 60 trainee doctors practicing in department of infectious disease during September 2020 and June 2021 were enrolled as study subjects,according to their grade,they were divided into the control group(grade 2020)and the intervention group(grade 2021),30 cases in each group.The control group adopted the traditional teaching method,the intervention group adopted the MiniQuest teaching method.The scores of evaluative thinking ability scale(Chinese version),self-efficacy scale,team cohesion measurement questionnaire,and teaching effect evaluation questionnaire,and test scores of the two groups were compared.Results After the intervention,the truth seeking,open mind,analytical ability and systematic ability,confidence and intellectual curiosity and cognitive maturity in critical thinking,and the total score of the interns in the intervention group were significant higher than those in the control group(P<0.05).The self-efficacy scores of interns in the intervention group were significantly higher than those in the control group,with statistical significance(P<0.05).In the intervention group,90.00%of the interns liked this teaching method;86.67%could master key content,improve problem analysis ability and improve unity and cooperation ability;83.33%could improve critical thinking ability and self-learning ability;80.00%could improve operational skills,and 76.67%could improve language expression ability,interpersonal communication ability and interest in learning.The theoretical and operational scores of the intervention group were higher than those in the control group(P<0.05).Conclusions MiniQuest teaching model could improve the critical thinking ability,autonomous learning ability,educational level and core competitive ability of interns in infectious disease department.