心内科临床实习带教中使用情景式PBL教学的效果

The Effect of Situational PBL Teaching in Clinical Practice Teaching of Cardiology Department

目的分析心内科临床实习带教中使用情景式基于问题的教学方法(problem-based learning,PBL)的效果。方法选取2018年2月—2024年2月于陕西省人民医院实习的200名心内科临床实习生作为研究对象,根据教学模式不同分为对照组、观察组,各100名,其中对照组采用常规教学模式,观察组采用情景式PBL教学模式。对比两组实习生成绩考核、综合技能、教学模式质量及教学满意度。结果观察组专业基础理论知识、病例处理能力、基本操作技能等考试成绩高于对照组,差异有统计学意义(P均<0.05)。观察组沟通交流能力、职业情感、批判性思维、知识提问、资料收集、病历书写等综合技能评分高于对照组,差异有统计学意义(P均<0.05)。观察组知晓理解、课堂气氛、自主学习、言语表达等教学模式质量评分高于对照组,差异有统计学意义(P均<0.05)。对照组实习生教学满意度为85.00%(85/100),低于观察组的95.00%(95/100),差异有统计学意义(χ^(2)=5.556,P<0.05)。结论在心内科临床实习中应用情景式PBL教学,能促使实习生将理论知识应用到实际临床中,培养其综合能力,有效提升教学质量和教学满意度。

Objective To analyze the effect of problem-based learning(PBL)teaching in clinical practice of cardiology.Methods From February 2018 to February 2024,200 clinical interns of cardiology in Shaanxi Provincial People's Hospital were selected as the research objects and divided into control group and observation group according to the different teaching modes,with 100 interns in each group.The control group adopted the conventional teaching mode,while the observation group adopted the situational PBL teaching mode.The performance evaluation,comprehensive skills,teaching mode quality and teaching satisfaction of the two groups of interns were compared.Results The scores of professional basic theoretical knowledge,case handling ability and basic operation skills in the observation group were higher than those in the control group,and the differences were statistically significant(all P<0.05).The scores of comprehensive skills such as communication ability,professional emotion,critical thinking,knowledge questioning,data collection and medical record writing in the observation group were higher than those in the control group,and the differences were statistically significant(all P<0.05).The scores of teaching mode quality such as understanding,classroom atmosphere,autonomous learning and speech expression in the observation group were higher than those in the control group,and the differences were statistically significant(all P<0.05).The teaching satisfaction of interns in the control group was 85.00%(85/100),which was lower than 95.00%(95/100)in the observation group,and the difference was statistically significant(χ^(2)=5.556,P<0.05).Conclusion The application of situational PBL teaching in clinical practice of cardiology can promote interns to apply theoretical knowledge to practical clinical prac-tice,cultivate comprehensive ability,and effectively improve teaching quality and teaching satisfaction.