互联网平台上CBL联合PBL教学法在妇产科住院医师规范化培训中的应用效果

Application Effects of CBL Combined with PBL Teaching Method on Internet Platforms in Standardized Training of Obstetrics and Gynecology Residents

目的探讨互联网平台上以案例为基础的教学法(CBL)和以问题为导向的教学法(PBL)在妇产科住院医师规范化培训(以下简称“住培”)中的应用效果。方法将2022年10月至2023年9月在郑州大学第三附属医院妇产科轮转的研究生住培学员79名,采用随机数表法分为两组:教改组40名、对照组39名。教改组为互联网平台上CBL结合PBL方案教学,对照组为互联网平台传统教学。对比两组学员的理论考核成绩、临床操作技能成绩并进行教学满意度的问卷调查,包括学习兴趣、逻辑能力、自学能力、适应临床能力、相关学科知识、基础理论掌握、基本操作能力、沟通能力、协作能力9个方面。结果教改组学员的理论考核成绩和临床操作技能成绩优于对照组,差异有统计学意义(P<0.05);教改组在提升学习兴趣、增强逻辑能力、提高自学能力、适应临床能力、拓展相关学科知识、掌握基础理论知识、提高基本操作能力、沟通及协作能力方面的满意度优于对照组,差异有统计学意义(P<0.05)。结论互联网平台上CBL联合PBL教学法能提高妇产科住院医生规范化培训的教学效果,激发学习兴趣,培养学员自学能力、发现并解决问题能力、临床思维等多方面能力,值得推广。

Objective To explore the application effects of case-based learning(CBL)and problem-based learning(PBL)on internet platforms in standardized training of obstetrics and gynecology residents.Methods A total of seventy-nine graduate students who underwent residency training in the Department of Obstetrics and Gynecology of the Third Affiliated Hospital of Zhengzhou University from October 2022 to September 2023 were selected and through a table of random numbers divided into two groups:a teaching reform group of forty people and a control group of thirty-nine people.The teaching reform group received CBL combined with the PBL teaching method on internet platforms,while the control group received the traditional teaching method on internet platforms.Theoretical scores and clinical operational skills scores between two groups of students were compared.A questionnaire survey on teaching satisfaction between two groups which included nine aspects:learning interest,logical ability,self-learning ability,clinical adaptability,relevant subject knowledge,basic theoretical mastery,basic operational ability,communication ability,and collaboration ability was conducted.Results The results showed that the theoretical scores and clinical operational skills scores of the students in the teaching reform group were better than those in the control group,and the difference was statistically significant(P<0.05).The satisfaction level of the teaching reform group in improving learning interest,enhancing logical ability,improving self-learning ability,adapting to clinical practice,expanding knowledge in related disciplines,mastering basic theoretical knowledge,improving basic operational ability,communication and collaboration ability were higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The combination of CBL and PBL teaching methods on internet platforms can improve the teaching effectiveness of standardized training of obstetrics and gynecology residents,stimulate learning interest,and cultivate students’self-learning ability,problem-solving ability,clinical thinking,and other abilities,which is worth promoting.