CBL教学法联合多学科诊疗教学在乳腺外科住培中的价值

The Value of CBL Teaching Method Combined With Multidisciplinary Diagnosis and Treatment Teaching in Residential Training of Breast Surgery

目的分析在乳腺外科住院医师规范法培训中采取案例教学法(case-based learning,CBL)联合多学科诊疗教学的干预效果。方法选取在浙江大学医学院附属第二医院2021年1月—2022年12月乳腺外科接受规范化培训的住院医师作为对照组(n=30),另选取2022年1月—2022年12月在同院乳腺外科接受规范化培训的住院医师作为观察组(n=30)。对照组采用传统教学模式,观察组采用CBL教学法联合多学科诊疗教学。对比分析2组住院医师在进行规范化培训后对培训教师的满意度、教学质量(课程兴趣、激发学习兴趣、加深理论知识掌握、提高病理分析能力、提高临床思维能力和活跃课堂氛围)与教学成果(基础理论知识、临床病例分析、问诊与查体和基本技能操作)。结果与对照组相比,观察组的规范化培训医师教学质量与教学成果的各项评分均更高,差异有统计学意义(P<0.001);观察组的规范化培训医师对教师教学的满意度为96.67%,高于对照组的70.00%,差异无统计学意义(P>0.05)。结论在乳腺外科住院医师规范化培训过程中选择CBL教学法联合多学科诊疗教学模式,可提高住院医师的教学成果与教学质量,较常规教学模式而言,CBL教学法教学联合多学科诊疗教学更能提高住院医师对教师教学的满意程度。

Objective To analyze the intervention effect of case-based learning(CBL)combined with multidisciplinary diagnosis and treatment teaching in the standardized training of resident doctors in breast surgery.Methods Residents who received standardized training in breast surgery in the Second Affiliated Hospital of Zhejiang University School of Medicine from January 2021 to December 2022 were selected as the control group(n=30),and those who received standardized training in breast surgery in the same hospital from January 2022 to December 2022 were selected as the observation group(n=30).The control group was taught by the traditional teaching mode,and the observation group was taught by the CBL teaching method combined with multidisciplinary diagnosis and treatment teaching.The satisfaction degree,teaching quality(course interest,stimulating learning interest,deepening theoretical knowledge,improving pathological analysis ability,improving clinical thinking ability and activating classroom atmosphere)and teaching results(basic theoretical knowledge,clinical case analysis,inquiry and physical examination and basic skill operation)of the two groups of residents after standardized training were compared.Results Compared with the control group,the teaching quality and teaching results of standardized training physicians in the observation group were significantly higher,with a statistically significant difference(P<0.001).The satisfaction of standardized training physicians in the observation group was 96.67%,higher than 70.00%in the control group,and the difference was not statistically significant(P>0.05).Conclusion Applied the CBL teaching method combined with multidisciplinary diagnosis and treatment teaching mode in the standardized training process of breast surgery residents can significantly improve the teaching results and teaching quality of residents.Compared to the conventional teaching mode,CBL teaching Method combined with multidisciplinary diagnosis and treatment teaching can improve residents'satisfaction with teacher teaching,and is worth promoting.