Effects of small-group collaborative stratified teaching in standardized residency training in critical care medicine
Objective To explore the effects of small-group collaborative stratified teaching in critical care medicine training for professional postgraduate students.Methods We randomly assigned 71 professional postgraduate students who entered the Intensive Care Unit of The Affiliated Hospital of Qingdao University for standardized training between June 2020 and November 2020 into experimental group and control group.An entrance examination was taken after one week of unified training.Then the experimental group adopted small-group collaborative stratified teaching,while the control group adopted traditional teaching for training.After two months of training,the Mini-Clinical Evaluation Exercise(Mini-CEX)assessment,post competency assessment,exit examination,and teaching satisfaction evaluation were conducted.SPSS 25.0 was used for the t test and chi-square test.Results In the Mini-CEX assessment,the experimental group had significantly higher scores in history-taking skills[(7.42±0.60)vs.(7.00±0.55)],physical examination[(7.47±0.56)vs.(6.94±0.24)],communication skills[(7.56±0.50)vs.(7.24±0.49)],clinical dialectical thinking[(7.53±0.56)vs.(7.03±0.39)],clinical judgement[(7.50±0.51)vs.(6.90±0.42)],organization/efficiency[(7.58±0.50)vs.(7.15±0.44)],and overall clinical competence[(7.64±0.49)vs.(7.17±0.39);all P<0.05]than the control group.In the post competency assessment,the experimental group had significantly better performance in clinical basic competence[(89.15±9.12)vs.(86.24±10.23)],medical knowledge application[(48.37±5.87)vs.(46.98±3.68)],teamwork[(48.10±3.55)vs.(45.96±4.83)],information and management[(68.52±7.61)vs.(66.38±5.54)],and academic research[(22.18±0.95)vs.(20.87±1.22);all P<0.05]than the control group.The experimental group was also significantly superior to the control group in terms of the exit examination score and teaching satisfaction(both P<0.05).Conclusions Small-group collaborative stratified teaching can improve the quality of critical care medicine training for professional postgraduate students,and strengthen their clinical comprehensive abilities and post competencies.
Small-group collaborationStratified teachingCritical care medicineStandardized training of residents
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