Study of Problem-based Learning Teaching in Anaesthesiology on the Development of Interns' Clinical Thinking
Objective To analyze the effectiveness of problem-based learning (PBL) teaching in anaesthesiology on the development of clinical thinking in interns. Methods Eighty interns from Linyi Hospital of Traditional Chinese Medicine from January 2022 to December 2023 were selected as study subjects. Forty interns from January to Decem-ber 2022 were the control group,and forty interns from January to December 2023 were the observation group,who re-ceived conventional clinical teaching and PBL teaching respectively. The two groups were compared in terms of com-prehensive ability assessment scores,clinical thinking ability and teaching satisfaction. Results The comprehensive ability assessment scores of the observation group were higher than those of the control group,and the differences were statistically significant (all P<0.05). The scores of anaesthesia medication,anaesthesia maintenance,anaesthesia observation,and emergency management in the observation group were 94.35±1.12,93.56±1.61,94.55±1.18,and 94.23±2.11,respectively,which were higher than 90.03±1.04,88.35±1.15,90.52±1.03 and 89.94±2.47 of the control group,and the differences were statistically significant (t=17.876,16.654,16.273,8.352,all P<0.05). Teaching satis-faction scores of the observation group were higher than those of the control group,and the differences were statisti-cally significant (all P<0.05). Conclusion Implementation of PBL teaching methods for anaesthesia trainees improves general competency assessment scores,strengthens clinical thinking skills and results in greater teaching satisfaction.
Department of anesthesiologyProblem-based learningClinical thinking trainingAssessment resultsTeaching satisfaction
万方数据
维普
