阶段式目标结合基于问题学习教学法提升脑血管病介入培训效果的研究

The teaching method of staged target combined with problem-based learning for improving the effect of cerebrovascular disease interventional therapy training

目的 探讨阶段式目标教学法(staged target teaching, STT)结合基于问题学习(problem-based learning, PBL)的教学法,提升脑血管介入的培训效果。方法 选择2021年3月至2023年3月郑州大学第一附属医院放射介入科接纳的44名脑血管介入进修生,20名采用传统的临床带教模式为对照组,其余24名采用STT结合PBL教学法为实验组,比较培训前后两组进修生在基本知识、操作技能、综合知识考核成绩以及满意度的质量与效果。结果 分组前成绩和学习动力无显著性差异(P>0.05);经过半年的培训后,实验组的结业考试成绩优于对照组(P<0.05);结业后独立工作1年后与对照组相比,实验组的操作技能、基本知识和综合能力的成绩优于对照组(P<0.05),实验组在理解力、师生互动、交流能力、临床思维能力、自学能力、团队合作技巧、知识掌握程度的得分也相对较高,差异有统计学意义(P<0.05)。结论 STT结合PBL教学法能够显著提升脑血管病介入的培训质量和效果。

Objective To discuss the teaching method of staged target teaching(STT)combined with problem-based learning(PBL)in improving the effectiveness of cerebrovascular intervention training.Methods A total of 44 refresher doctors,who received cerebrovascular interventional training at the Department of Interventional Radiology of the First Affiliated Hospital of Zhengzhou University of China between March 2021 and March 2023,were enrolled in this study.Traditional teaching method was adopted for 20 refresher doctors(control group)and STT+PBL teaching method was adopted for the remaining 24 refresher doctors(study group).Before and after the training,the basic theoretical knowledge,operation skill,comprehensive interventional knowledge and the satisfaction survey were compared between the two groups.Results Before training the differences in the basic theoretical knowledge score and learning motivation between the two groups were not statistically significant(P>0.05).After 6 months training the completion examination score of the study group was significantly better than that of the control group(P<0.05).Through independently working in clinical practice for one year after training completion,the operation skill,basic theoretical knowledge and comprehensive ability of the study group were remarkably better than those of the control group(P<0.05).Moreover,the scores of understanding ability,teacher-student interaction,communication skill,clinical thinking ability,self-learning ability,teamwork skill,knowledge mastery degree in the study group were strikingly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion The combination teaching method of STT and PBL can significantly improve the quality and effectiveness of the training on the interventional treatment of cerebrovascular diseases.