Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who ente...Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who entered the same hospital for internship in 2020.The numerical ranking method was used for blind-selection and grouping,where 25 nursing interns were divided into the control group and the internship group each.Among them,the nursing interns in the control group adopted routine nursing teaching management,and the nursing interns in the training group used PBL teaching method for teaching management.The teaching satisfaction rate,teaching quality and knowledge awareness rate of the two groups were compared.Results:Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method,and p<0.05.Conclusion:Through the implementation of PBL teaching method in the clinical nursing teaching of elderly lung cancer in conjunction with cancer nursing related problems,on-site answering is carried out in the way of nursing internship,so that the knowledge of nursing students in the practicing stage will be more in-depth,and the effects and quality of the nursing internship have been steadily improved,which has certain value of promotion in teaching.展开更多
目的分析内分泌科临床代谢中以能力培养为中心的教学(competency based education,CBE)的价值。方法选取2022年10月—2023年10月重庆市急救医疗中心内分泌代谢科的86名内分泌科规培生为研究对象,根据双盲法分为探究组和普通组,各43名,...目的分析内分泌科临床代谢中以能力培养为中心的教学(competency based education,CBE)的价值。方法选取2022年10月—2023年10月重庆市急救医疗中心内分泌代谢科的86名内分泌科规培生为研究对象,根据双盲法分为探究组和普通组,各43名,探究组实施CEB教学,普通组实施传统教学,评估教学质量,统计考核成绩,比较个人技能,调查满意率。结果经4个方面评估内分泌科的带教质量,探究组各项评分均高于普通组,差异有统计学意义(P<0.05)。带教前,两组规培生理论、实践成绩比较,差异无统计学意义(P均>0.05)。带教后,两组规培生的理论、实践成绩相比带教前均升高,且探究组各成绩均优于普通组,差异有统计学意义(P均<0.05)。探究组个人技能评分高于普通组,差异有统计学意义(P<0.05)。探究组满意率为95.35%,高于普通组的79.07%,差异有统计学意义(P<0.05)。结论CBE教学质量高,能提升考核成绩,增强规培生的个人技能,满意率高,可在内分泌科带教中使用。展开更多
目的评估放射科住培医师教学中采用案例教学法(case-based learning,CBL)加问题驱动教学法(problem based learning,PBL)教学模式的效果。方法选取2017年1月—2022年6月湘潭市中心医院放射科接收的放射诊断专业住培医师56名作为研究对象...目的评估放射科住培医师教学中采用案例教学法(case-based learning,CBL)加问题驱动教学法(problem based learning,PBL)教学模式的效果。方法选取2017年1月—2022年6月湘潭市中心医院放射科接收的放射诊断专业住培医师56名作为研究对象,采用双盲法分为两组,每组28名。常规组执行常规教学模式,联合组执行CBL加PBL教学模式。比较两组接受教学后的考核成绩、综合能力、教学效果满意率。结果联合组的考核成绩(放射科理论认知、放射科技能操作)高于常规组,差异有统计学意义(P<0.05);联合组的综合能力(独立阅片、临床思辨、团队协作、解决问题)评分高于常规组,差异有统计学意义(P<0.05);联合组的教学效果满意率高于常规组,差异有统计学意义(P<0.05)。结论在为放射科医师教学时,常规教学模式与CBL加PBL教学模式均可起到一定的教学效果,但后者效果明显更高,能够拓展医师的理论认知,增强其综合能力。展开更多
文摘Objective:To study the effect of Project-Based Learning(PBL)teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates.Methods:The research subjects were 50 nursing interns who entered the same hospital for internship in 2020.The numerical ranking method was used for blind-selection and grouping,where 25 nursing interns were divided into the control group and the internship group each.Among them,the nursing interns in the control group adopted routine nursing teaching management,and the nursing interns in the training group used PBL teaching method for teaching management.The teaching satisfaction rate,teaching quality and knowledge awareness rate of the two groups were compared.Results:Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method,and p<0.05.Conclusion:Through the implementation of PBL teaching method in the clinical nursing teaching of elderly lung cancer in conjunction with cancer nursing related problems,on-site answering is carried out in the way of nursing internship,so that the knowledge of nursing students in the practicing stage will be more in-depth,and the effects and quality of the nursing internship have been steadily improved,which has certain value of promotion in teaching.
文摘目的分析内分泌科临床代谢中以能力培养为中心的教学(competency based education,CBE)的价值。方法选取2022年10月—2023年10月重庆市急救医疗中心内分泌代谢科的86名内分泌科规培生为研究对象,根据双盲法分为探究组和普通组,各43名,探究组实施CEB教学,普通组实施传统教学,评估教学质量,统计考核成绩,比较个人技能,调查满意率。结果经4个方面评估内分泌科的带教质量,探究组各项评分均高于普通组,差异有统计学意义(P<0.05)。带教前,两组规培生理论、实践成绩比较,差异无统计学意义(P均>0.05)。带教后,两组规培生的理论、实践成绩相比带教前均升高,且探究组各成绩均优于普通组,差异有统计学意义(P均<0.05)。探究组个人技能评分高于普通组,差异有统计学意义(P<0.05)。探究组满意率为95.35%,高于普通组的79.07%,差异有统计学意义(P<0.05)。结论CBE教学质量高,能提升考核成绩,增强规培生的个人技能,满意率高,可在内分泌科带教中使用。
文摘目的评估放射科住培医师教学中采用案例教学法(case-based learning,CBL)加问题驱动教学法(problem based learning,PBL)教学模式的效果。方法选取2017年1月—2022年6月湘潭市中心医院放射科接收的放射诊断专业住培医师56名作为研究对象,采用双盲法分为两组,每组28名。常规组执行常规教学模式,联合组执行CBL加PBL教学模式。比较两组接受教学后的考核成绩、综合能力、教学效果满意率。结果联合组的考核成绩(放射科理论认知、放射科技能操作)高于常规组,差异有统计学意义(P<0.05);联合组的综合能力(独立阅片、临床思辨、团队协作、解决问题)评分高于常规组,差异有统计学意义(P<0.05);联合组的教学效果满意率高于常规组,差异有统计学意义(P<0.05)。结论在为放射科医师教学时,常规教学模式与CBL加PBL教学模式均可起到一定的教学效果,但后者效果明显更高,能够拓展医师的理论认知,增强其综合能力。
