模拟器-MDT-PBL融合教学对妇科临床实习教学质量的影响

Impact of simulator-MDT-PBL integrated teaching on the quality of clinical internship teaching in gynecology department

目的模拟器-多学科诊疗模式(multi-disciplinary treatment,MDT)-以问题为基础的教学(problem-based learning,PBL)融合教学对妇科临床实习教学质量的影响。方法回顾性分析2021年5月至2022年5月于空军军医大学西京医院实习满1个月的86例妇科临床实习学生资料,将2021年5月至10月进行常规带教的学生设为对照组(n=43),将2021年11月至2022年5月进行模拟器-MDT-PBL融合教学的学生设为观察组(n=43)。比较两组学生教学前、教学1个月后专业能力[跨专业学习准备量表(readiness for interprofessional learning scale,RIPLS)]、人文关怀能力(人文关怀能力量表)、批判性思维能力[批判性思维能力量表(critical thinking disposition inventory-Chinese version,CTDI-CV)]、自主学习能力(大学生自主学习量表)差异。采用SPSS 19.0进行卡方检验和t检验。结果两组学生RIPLS量表得分[团队合作:(38.45±6.72)分vs.(36.39±5.65)分;职业认同:(28.11±5.85)分vs.(26.43±5.33)分;角色职责:(10.83±1.24)分vs.(9.52±1.46)分]、人文关怀能力量表得分[理解:(68.73±8.15)分vs.(61.55±8.93)分;耐心:(53.45±6.03)分vs.(49.57±6.74)分;鼓励:(56.83±7.24)分vs.(52.75±7.46)分]、CTDI-CV量表及大学生自主学习量表各维度得分均较教学前上升,且观察组高于对照组(均P<0.05)。结论模拟器-MDT-PBL融合教学有助于提升妇科实习学生的专业能力、人文关怀能力、批判性思维能力及自主学习能力,提高妇科临床实习教学质量。

Objective:To investigate the impact of simulator-multidisciplinary treatment(MDT)-problem-based learning(PBL)integrated teaching on the quality of clinical internship teaching in the Gynecology Department.Methods:A retrospective analysis was conducted on the data of 86 clinical interns in the Gynecology Department who completed one month of internship at Xijing Hospital,Air Force Medical University from May 2021 to May 2022.The interns who received routine teaching from May to October 2021 were enrolled into control group(n=43),and those who received simulator-MDT-PBL integrated teaching from November 2021 to May 2022 were enrolled into observation group(n=43).The two groups were compared for differences in professional abilities(measured by Readiness for Interprofessional Learning Scale[RIPLS]),humanistic care ability(measured by humanistic care ability scale),critical thinking ability(measured by critical thinking disposition inventory-Chinese version[CTDI-CV]),and autonomous learning ability(measured by college student autonomous learning scale)after one month of teaching.The chi-square test and t-test were conducted using SPSS 19.0.Results:The two groups showed significantly increases in RIPLS scores[team collaboration:(38.45±6.72)vs.(36.39±5.65);professional identity:(28.11±5.85)vs.(26.43±5.33);role responsibilities:(10.83±1.24)vs.(9.52±1.46)],humanistic care ability scale scores[understanding:(68.73±8.15)vs.(61.55±8.93);patience:(53.45±6.03)vs.(49.57±6.74);encouragement:(56.83±7.24)vs.(52.75±7.46)],and all dimensions of CTDI-CV scale and college student autonomous learning scale,with all scores higher in the observation group than in the control group(all P<0.05).Conclusions:The simulator-MDT-PBL integrated teaching can help improve the professional ability,humanistic care ability,critical thinking ability,and autonomous learning ability of clinical interns in the Gynecology Department,thus improving the quality of clinical internship teaching in the Gynecology Department.