摘要
目的 探讨Workshop结合PBL教学在关节外科临床教学中的应用效果.方法 选取2019年9月至2021年6月参加住院医师规范化培训的60名学员作为研究对象,将其分为传统的LBL教学组、PBL教学组及Workshop结合PBL教学组,每组20名.通过理论知识和临床技能考核、匿名教学质量问卷调查进行效果评价.采用SPSS 25.0进行t检验和卡方检验.结果 Workshop结合PBL教学组学员的理论知识(86.40±9.76)分、临床技能(92.15±4.49)分及总评成绩(88.70±5.75)分均高于PBL教学组的(78.45±10.40)分、(85.80±10.00)分、(81.39±7.27)分及LBL教学组的(80.10±6.77)分、(85.20±8.12)分、(82.14±6.14)分.Workshop结合PBL教学组学员教学质量问卷调查对自我能力评价、教学满意度均优于PBL教学组及LBL教学组,差异均具有统计学意义(P<0.05).结论 Workshop结合PBL教学可有效提高学员的理论知识和临床技能成绩,可获得更好的自我能力评价和教学满意度,值得在关节外科临床教学中应用推广.
Abstract
Objective To explore the effects of workshops combined with problem-based learning(PBL)in clinical teaching of joint surgery.Methods A total of 60 students who would participate in standardized residency training from September 2019 to June 2021 were randomly divided into traditional lecture-based learning(LBL)group,PBL group,and workshops combined with PBL group,with 20 students in each group.The effects were evaluated by theoretical knowledge and clinical skill assessment and anonymous teaching quality questionnaire surveys.SPSS 25.0 was used to perform the t test and chi-squared test.Results The workshop+PBL group showed the highest theoretical knowledge score(86.40±9.76),clinical skill score(92.15±4.49),and total score(88.70±5.75),compared with the PBL group(78.45±10.40,85.80±10.00,and 81.39±7.27,respectively)and the LBL group(80.10±6.77,85.20±8.12,and 82.14±6.14,respectively).According to the teaching quality questionnaire surveys,the workshop+PBL group was significantly superior to the PBL and LBL groups in self-ability evaluation and the degree of satisfaction with teaching(P<0.05).Conclusions Workshops combined with PBL can effectively improve students'scores of theoretical knowledge and clinical skills,with better self-ability evaluation results and higher satisfaction with teaching,which is worthy of application and promotion in clinical teaching of joint surgery.
基金项目
陆军军医大学教育训练改革研究项目(2021)(2021B17)
NETL
NSTL
万方数据