标准化患者模拟结合案例情景对普外科见习教学的运用分析
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摘要
目的:探究标准化患者模拟结合案例情景对普外科见习教学的运用。方法:选取我科2012年本科见习生120例进行随机分组,模拟组、案例组及联合组各40例,分别采用标准化患者模拟、案例情景及标准化患者模拟结合案例情景进行教学,对比三组见习生的学习效果,分析联合教学的运用方法。结果:联合组学生见习结束后学习兴趣、知识掌握情况及讲师满意度均显著高于其他两组,其课堂气氛活跃情况明显优于案例组(P<0.05);三组学生传统试题错题数无明显统计学差异(P>0.05),联合组学生病例分析错题数明显低于案例组及模拟组(P<0.05);见习结束时,联合组知识掌握程度及病历书写能力均显著优于模拟组及案例组,三组数据对比存在统计学差异(P<0.05)。结论:标准化患者模拟结合案例情景能够有效弥补传统见习教学的不足,提高学生学习积极性、课堂活跃度及学习效果,使其知识掌握情况和病历书写能力得到大幅提升,是一种效果优秀的教学方式,值得广泛推广。
Objective: To explore application of the standardized patient simulation combined case on the scenario internship teaching in department of general surgery. Methods: 120 cases of the 2010 graduate internship in the school were randomly divided into three groups: model group, case group and combined group, with 40 cases in each group, with standardized patients simulation, case scenario and standardized patient simulation combined with case teaching scenarios, respectively. Students learning effect in three groups were compared and analyzed by the method of combination of teaching. Results: After the end, the students' learning interest, knowledge and lecturer satisfaction in combination group were significantly higher than those in the other two groups, the active classroom atmosphere is much better than that in the case group(P < 0.05); traditional item error number of students in the three groups has no obvious statistical difference(P > 0.05), case analysis error of students in the combination group was below those in the case group and model group(P < 0.05); at the end of the combined group training, knowledge and medical record writing ability are significantly better than those in the model group and the case group, there was significant difference among three groups(P < 0.05) data. Conclusion: Standardized patient simulation combined case scenario can effectively compensate for the shortcomings of traditional teaching, improve students' learning initiative, classroom activity and learning effect, make its knowledge and medical record writing ability greatly improved,and thus is a good way of teaching and worthy of extensive promotion.
Objective: To explore application of the standardized patient simulation combined case on the scenario internship teaching in department of general surgery. Methods: 120 cases of the 2010 graduate internship in the school were randomly divided into three groups: model group, case group and combined group, with 40 cases in each group, with standardized patients simulation, case scenario and standardized patient simulation combined with case teaching scenarios, respectively. Students learning effect in three groups were compared and analyzed by the method of combination of teaching. Results: After the end, the students' learning interest, knowledge and lecturer satisfaction in combination group were significantly higher than those in the other two groups, the active classroom atmosphere is much better than that in the case group(P < 0.05); traditional item error number of students in the three groups has no obvious statistical difference(P > 0.05), case analysis error of students in the combination group was below those in the case group and model group(P < 0.05); at the end of the combined group training, knowledge and medical record writing ability are significantly better than those in the model group and the case group, there was significant difference among three groups(P < 0.05) data. Conclusion: Standardized patient simulation combined case scenario can effectively compensate for the shortcomings of traditional teaching, improve students' learning initiative, classroom activity and learning effect, make its knowledge and medical record writing ability greatly improved,and thus is a good way of teaching and worthy of extensive promotion.
引文
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[22]刘瑜.普外科手术切口感染危险因素分析及预防策略[J].西部医学,2012,24(7):1343-1344Liu Yu.General surgery incision infection risk factor analysis and prevention strategies[J].Journal of western medicine,2012,4(7):1343-1344
[23]谢中全.普外科手术患者预防性使用抗菌药物的调查[J].西部医学,2009,21(8):1421-1423Xie Zhong-quan.General surgery surgical patients of prophylactic use of antimicrobial agents survey[J].Journal of western medicine,2009,21(8):1421-1421
[2]Roberts SM,Jarvis-Selinger S,Pratt DD,et al.Resident education in the systems-based practice competency[J].Instr Course Lect,2013,62:571-576
[3]Drolet BC,Khokhar MT,Fischer SA.The 2011 duty-hour requirements--a survey of residency program directors[J].N Engl J Med,2013,368(8):694-697
[4]Farkas DT,Shah AK,Cosgrove JM.Medical student perception of night call in a night float system[J].Am J Surg,2013,205(2):147-150
[5]Coleman JJ,Esposito TJ,Rozycki GS,et al.Acute care surgery:now that we have built it,will they come[J].J Trauma Acute Care Surg,2013,74(2):463-468
[6]Snyder RA,Phillips SE,Terhune KP.Impact of implementation of a pediatric surgery fellowship on general surgery resident operative volume[J].J Surg Educ,2012,69(6):753-758
[7]Lindeman BM,Lipsett PA,Alseidi A,et al.Medical student subinternships in surgery:characterization and needs assessment[J].Am J Surg,2013,205(2):175-181
[8]Apiliogullari B,Kara I,Apiliogullari S,et al.Is a neutral head position as effective as head rotation during landmark-guided internal jugular vein cannulation?Results of a randomized controlled clinical trial[J].J Cardiothorac Vasc Anesth,2012,26(6):985-988
[9]Maher Z,Milner R,Cripe J,et al.Stress training for the surgical resident[J].Am J Surg,2013,205(2):169-174
[10]Ahmed HM,Gale SC,Tinti MS,et al.Creation of an emergency surgery service concentrates resident training in general surgical procedures[J].J Trauma Acute Care Surg,2012,3(3):599-604
[11]Hultman CS,Connolly A,Halvorson EG,et al.Get on your boots:preparing fourth-year medical students for a career in surgery,using a focused curriculum to teach the competency of professionalism[J].J Surg Res,2012,177(2):217-223
[12]Timm DF,Jones D,Woodson D,et al.Combining history of medicine and library instruction:an innovative approach to teaching database searching to medical students[J].Med Ref Serv Q,2012,31(3):258-266
[13]Goltz CJ,Bachusz RC,Mancini E,et al.Medical student career survey--vascular surgery awareness initiative[J].Ann Vasc Surg,2013,27(2):225-231
[14]McMillen MA,Boucher N,Keith D,et al.Maintaining quality of care24/7 in a nontrauma surgical intensive care unit[J].J Trauma Acute Care Surg,2012,73(1):202-208
[15]Al-Heeti KN,Nassar AK,Decorby K,et al.The effect of general surgery clerkship rotation on the attitude of medical students towards general surgery as a future career[J].J Surg Educ,2012,69(4):544-549
[16]Talbott VA,Marks JA,Bodzin AS,et al.Technical skills acquisition in surgery-bound senior medical students:an evaluation of student assertiveness[J].J Surg Educ,2012,69(4):529-535
[17]Ghosh A,Hirsh DA,Ogur B,et al.Teaching medical students about cancer impact through a longitudinal surgical experience:a case study[J].Teach Learn Med,2012,24(2):158-162
[18]Schwartz JJ,Thiesset HF,Bohn JA,et al.Perceived benefits of a transplant surgery experience to general surgery residency training[J].J Surg Educ,2012,69(3):371-384
[19]Mittal MK,Dumon KR,Edelson PK,et al.Successful implementation of the american college of surgeons/association of program directors in surgery surgical skills curriculum via a 4-week consecutive simulation rotation[J].Simul Healthc,2012,7(3):147-154
[20]Welsch T,von Frankenberg M,Simon T,et al.Hospital cooperation models,Safeguarding optimized patient care,medical training and resource utilization[J].Chirurg,2012,83(3):274-279
[21]万毅,黄立军,王伟峰,等.结合PBL与LBL教学法在医学教育中的应用[J].现代生物医学进展,2012,12(8):1556-1559Wan Yi,Huang Li-jun,Wang Wei-feng,et al.Combination of PBL and LBL in Medical Education[J].Progress in modern biomedicine,2012,12(8):1556-1559
[22]刘瑜.普外科手术切口感染危险因素分析及预防策略[J].西部医学,2012,24(7):1343-1344Liu Yu.General surgery incision infection risk factor analysis and prevention strategies[J].Journal of western medicine,2012,4(7):1343-1344
[23]谢中全.普外科手术患者预防性使用抗菌药物的调查[J].西部医学,2009,21(8):1421-1423Xie Zhong-quan.General surgery surgical patients of prophylactic use of antimicrobial agents survey[J].Journal of western medicine,2009,21(8):1421-1421