Objective To explore the application effect of prollem situation teaching method in the standardized training of neurosurgical residents,and to analyze its influence on the mastery of professional knowledge and the improvement of learning interest.Methods From September 2022 to September 2023,a total of 40 trainees participating in the standardized training of residents in the neurosurgery department of the First Affiliated Hospital of Chongqing Medical University were randomly selected as the research objects and randomly divided into the traditional group and the scenario group,with 20 trainees in each group.The traditional group was taught with the traditional theory teaching method,while the situational group was taught with the problem situation teaching method,and the final assessment scores and teaching satisfaction of the two groups were compared.Results The theoretical test score of the traditional group was(77.85±7.17)points,lower than that of the scenario group[(84.20±7.86)points],and the skill operation score was(78.25±2.60)points,lower than that of the scenario group[(81.95±1.95)points],the differences were statistically significant(P＜0.05).In addition,the situational group showed better satisfaction with teaching methods compared to the traditional group,with a statistically significant difference(P＜0.05).However,there was no statistically significant difference in self growth and satisfaction with the medical profession(P＞0.05).Conclusion Compared with traditional theory teaching method,problem situation teaching method can improve the effect of standardized training for neurosurgery residents,enable students to better apply the knowledge in clinical practice,enhance their ability to solve practical problems,and comprehensively improve the quality of training,laying a solid foundation for training high-quality neurosurgeons.
medical educationtraditional teachingproblem situation teaching methodneurosurgerystandardized trainingeffect analysis
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