基于PBL教学法的回顾学习在住培急诊思维培养中的应用

The Application of Retrospective Learning Based on PBL Teaching Method in the Cultivation of Emergency Thinking in Residential Training

目的评价基于问题为基础的教学法(problembased learning,PBL)的特殊病例回顾学习在住培学员急诊思维培养中的应用效果。方法选取2022年10月—2023年8月在广西中医药大学附属国际壮医医院急诊科轮转的64名2021级住培学员作为研究对象,按照随机数字表法分为对照组和试验组,各32名。对照组住培学员采用传统多媒体讲解法讲解急诊临床思维相关理论及技能操作,试验组进行每月4次PBL教学法的特殊病例回顾学习并结合传统多媒体讲解法教学。比较2组住培学员的急诊思维能力考核成绩,比较2组住培学员和带教老师的问卷调查得分及认可度。结果试验组出科后的理论成绩、技能成绩和理论+技能总分[(96.00±0.51)分、(97.00±0.51)分、(193.00±1.02)分]高于对照组[(90.09±0.53)分、(90.81±0.59)分、(180.91±0.93)分],差异均有统计学意义(P<0.05);2组住培学员培训后的问卷调查得分高于培训前,差异有统计学意义(P<0.05)。住培学员和带教教师对以临床问题为导向的特殊病例回顾学习并结合传统多媒体讲解法教学模式的认可度均较高。结论基于PBL教学法的特殊病例回顾学习能有效提高住培学员的学习成绩及学习兴趣,大多数住培学员及带教教师认为该学习模式是临床实践与急诊医学知识的有效结合,有助于住培学员快速提升急诊思维,同时提高教师的教学水平。

Objective To evaluate the application effect of special case review learning based on problem based learning(problem-based learning,PBL)in emergency thinking training of resident trainees.Methods A total of 66 resident trainees of 2021 who rotated in the emergency department of Guangxi International Zhuang Medicine Hospital Affiliated to Guangxi University of Chinese Medicine from October 2022 to August 2023 were selected as the research objects and divided into the control group and the experimental group according to the random number table.The students in the control group were taught with the emergency clinical thinking related theories and skills with the traditional multimedia explanation method,while the students in the experimental group were taught with the special case review learning with the PBL and the traditional multimedia explanation method four times a month.The examination results of emergency thinking ability of two groups of resident trainees were compared,the scores of questionnaire survey and the degree of recognition of the two groups were compared.Results The scores of theory,skill and the total score of theory+skill in the experimental group[(96.00±0.51)points,(97.00±0.51)points,(193.00±1.02)points]were higher than those in the control group[(90.09±0.53)points,(90.81±0.59)points,(180.91±0.93)points],and the differences were statistically significant(P<0.05).The questionnaire scores of the two groups after training were higher than those before training,and the differences were statistically significant(P<0.05).Both resident trainees and teachers had a high degree of recognition for the clinical problem-oriented special case review learning combined with the traditional multimedia explanation teaching mode.Conclusion The special case review learning based on PBL teaching method can effectively improve the learning achievement and learning interest of the resident trainees,and most of the resident trainees and teachers believe that the learning mode is an effective combination of clinical practice and emergency medical knowledge,which is helpful for the resident trainees to quickly improve their emergency thinking and for the teachers to improve their teaching level.