PBL、CBL、TBL三联教学法对超声科住培医师成绩提升积极作用研究

A Study on the Positive Effect of PBL, CBL, TBL Triple Teaching Method on Improving the Performance of Ultrasound Resident Trainees

目的研究问题导向学习法(problem-based learning,PBL)、案例导向学习法(case-based learning,CBL)和团队为基础的学习法(team-based learning,TBL)三联教学法对超声科住培医师成绩提升积极作用。方法选取2022年12月—2023年12月山东第二医科大学附属医院超声科50名住培医师作为研究对象,采取随机数字表法分为对照组和观察组,每组25名。对照组采用常规带教,观察组采用PBL、CBL、TBL三联教学法带教,观察两组医师培训前后的理论成绩、操作成绩以及住培医师对带教老师的满意度。结果观察组理论成绩和操作成绩均高于对照组,差异有统计学意义(P均<0.05);观察组对教学方法满意度为96.00%(24/25),高于对照组的80.00%(20/25),差异有统计学意义(χ2=10.264,P<0.05)。结论采用PBL、CBL、TBL三联教学法带教的超声科住培医师的成绩可提升,且可提升住培医师对带教的满意度。

Objective To study the positive effect of problem-based learning(PBL),case-based learning(CBL)and team-based learning(TBL)on the performance improvement of resident physicians in ultrasound.Methods Fifty phy⁃sicians in the ultrasound Department of the Affiliated Hospital of Shandong Second Medical University from December 2022 to December 2023 were selected as the study objects,and were divided into control group and observation group by random number table method,with twenty five in each group.The control group was taught with routine teaching,and the observation group was taught with PBL,CBL and TBL triple teaching methods.The theoretical and operational results of the doctors before and after the training and the satisfaction of the resident doctors to the teachers were ob⁃served.Results The theoretical and operational scores of the observation group were higher than those of the control group,and the differences were statistically significant(all P<0.05).Satisfaction with teaching methods in the observa⁃tion group was 96.00%(24/25),higher than 80.00%(20/25)in the control group,the difference was statistically sig⁃nificant(χ2=10.264,P<0.05).Conclusion The PBL,CBL,TBL triple teaching method of teaching can improve the per⁃formance of ultrasound residents,and can improve the residents'satisfaction with the teaching.