妇产科学住培医生临床带教方法的思考与探讨
|
摘要
住院医生规范化培是我国临床医生培养的重要组成部分,住院医师规范化培训是我国广大医学生毕业后进入工作岗位前再教育的重要阶段,对于提高临床各学科医疗质量,提高临床医生的业务技能尤为重要。本文通过探讨妇产科学住培医生的临床带教方法,以期更好地培养住陪医生的临床技能。通过传统的临床技能培训方式、CBL教学模式、PBL教学模式以及新媒体平台教学模式,进行住培医生的临床技能培养。传统的临床带教方法在住培医生的临床思维与技能培养中,发挥了重要的作用。在引进CBL教学模式、PBL教学模式以及新媒体平台教学模式后,能够明显提高住陪医生临床技能教学效果。各种教学方法相得益彰、取长补短,培养住培医生具有缜密的临床思维能力,调动住培医生在临床培训学习上的主观能动性,培养住培医生的创新性。一个优秀的住院医生的培养是以上几种教学方法相互协调配合的结果。
The standardized training of resident doctors is an important part of the training of clinical doctors in China. The standardized training of resident doctors is an important stage of re-education for the medical students in China after graduation, which is particularly important for improving the medical quality of various medical institutions and improving the professional skills of doctors. This article discusses the clinical teaching methods of resident doctors of obstetrics and gynecology in order to better develop their clinical skills. We trained the clinical skills of resident doctors by the way of the traditional clinical skills training, CBL teaching mode, PBL teaching mode and the use of new media platform teaching mode. Traditional clinical teaching methods play an important role in the training of resident doctors' clinical thinking and skills. The application of CBL teaching mode, PBL teaching mode and new media platform teaching mode can significantly improve the clinical skills teaching effect of resident doctors. All kinds of teaching methods complement each other and draw on each other's strength, so as to cultivate the ability of careful clinical thinking, mobilize the subjective initiative of the resident doctors in clinical training and learning, and cultivate the innovation of the resident doctors. The cultivation of an excellent resident doctor is the result of the coordination of the above teaching methods.
The standardized training of resident doctors is an important part of the training of clinical doctors in China. The standardized training of resident doctors is an important stage of re-education for the medical students in China after graduation, which is particularly important for improving the medical quality of various medical institutions and improving the professional skills of doctors. This article discusses the clinical teaching methods of resident doctors of obstetrics and gynecology in order to better develop their clinical skills. We trained the clinical skills of resident doctors by the way of the traditional clinical skills training, CBL teaching mode, PBL teaching mode and the use of new media platform teaching mode. Traditional clinical teaching methods play an important role in the training of resident doctors' clinical thinking and skills. The application of CBL teaching mode, PBL teaching mode and new media platform teaching mode can significantly improve the clinical skills teaching effect of resident doctors. All kinds of teaching methods complement each other and draw on each other's strength, so as to cultivate the ability of careful clinical thinking, mobilize the subjective initiative of the resident doctors in clinical training and learning, and cultivate the innovation of the resident doctors. The cultivation of an excellent resident doctor is the result of the coordination of the above teaching methods.
引文
[1]闫剑坤,王芬.多种教学模式结合在临床肿瘤学教学中的应用[J].影像研究与医学应用,2018,2(16):251-253.
[2]万晓华,许晓风.LBL、PBL和TBL教学模式在实验诊断学教学中的应用[J].中国病案,2017,18(4):99-101.
[3]刘海艳,陈方旭,刘丽丽.CBL与PBL结合教学法在妇产科临床教学中的应用研究[J].中国继续医学教育,2017,9(5):11-12.
[4]聂蕾,訾聃,刘彦麟,等.PBL结合CBL教学模式在妇产科床旁教学中的应用[J].贵州医科大学学报,2017,42(10):1238-1240.
[5]陈娟,崔世红,程国梅,等.案例式PBL教学法在妇产科临床教学中的实践[J].中国医学创新,2016,13(2):74-77.
[6]Wardley CS,Applegate EB,Almaleki AD,et al.A Comparison of Students'Perceptions of Stress in Parallel Problem-Based and Lecture-Based Curricula[J].J Physician Assist Educ,2016,27(1):7-16.
[7]Preeti B,Ashish A,Shriram G.Problem Based Learning(PBL)-An Effective Approach to Improve Learning Outcomes in Medical Teaching[J].J Clin Diagn Res,2013,7:2896-2897.
[8]Thomas J,Aeby T,Kamikawa G,et al.Problem based learning and academic performance in residency[J].Hawaii Med J.2009,68(10):246-248.
[9]Mohsen Salari,Amrollah Roozbehi,Abdolvahed Zarifi,et al.Pure PBL,Hybrid PBL and Lecturing:which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?[J].BMC Med Educ,2018,18(1):195.
[10]Chang HC,Wang NY,Ko WR.The effectiveness of clinical problem-based learning model of medico-jurisprudence education on general law knowledge for Obstetrics/Gynecological interns[J].Taiwan J Obstet Gynecol,2017,56(3):325-330.
[11]Iwata K,Doi A.Can hybrid educational activities of team and problem based learning program be effective for Japanese medical students?[J].Int J Med Educ,2017,8:176-178.
[12]Yeo S,Chang BH.Implementation of problem-based learning in medical education in Korea[J].Korean J Med Educ,2017,29(4):271-282.
[13]张军花,钟奕,张春华,等.PBL、CBL及LBL教学法在高等助产护生手术室临床见习中的应用[J].中华现代护理杂志,2017,23(22):2920-2923.
[14]贾博,刘伟,郭庆东.初步探讨PBL教学在临床教学中的应用和优化[J].中华神经外科疾病研究杂志,2018,17(3):262-264.
[15]贺文,许丽辉,孙绍光,等.探讨PBL教学法在医学教育中的应用[J].生命的化学,2016,37(5):735-738.
[16]徐秀珍.微视频在基础教育改革中的优势分析及制作方法[J].黑河教育,2017(10):87-88.
[17]胡鸣,洪莉.PBL结合微视频教学法在盆腔脏器脱垂教学中的应用效果[J].中国医药导报,2018,15(4):138-141.
[18]王巧玲,张萍,齐金萍,等.微视频教学资源在“断层解剖学”实践课中的应用研究[J].教育教学论坛,2016(39):203-204.
[19]李柳炳,朱俊佳,沈光思,等.以微信为平台的P B L教学模式在骨外科实习带教中的应用[J].中国高等医学教育,2015(6):77-78.
[20]魏静,冯力民.多种教学模式在妇产科住院医师规范化培训中的应用[J].继续医学教育,2015,29(10):13-14.
[2]万晓华,许晓风.LBL、PBL和TBL教学模式在实验诊断学教学中的应用[J].中国病案,2017,18(4):99-101.
[3]刘海艳,陈方旭,刘丽丽.CBL与PBL结合教学法在妇产科临床教学中的应用研究[J].中国继续医学教育,2017,9(5):11-12.
[4]聂蕾,訾聃,刘彦麟,等.PBL结合CBL教学模式在妇产科床旁教学中的应用[J].贵州医科大学学报,2017,42(10):1238-1240.
[5]陈娟,崔世红,程国梅,等.案例式PBL教学法在妇产科临床教学中的实践[J].中国医学创新,2016,13(2):74-77.
[6]Wardley CS,Applegate EB,Almaleki AD,et al.A Comparison of Students'Perceptions of Stress in Parallel Problem-Based and Lecture-Based Curricula[J].J Physician Assist Educ,2016,27(1):7-16.
[7]Preeti B,Ashish A,Shriram G.Problem Based Learning(PBL)-An Effective Approach to Improve Learning Outcomes in Medical Teaching[J].J Clin Diagn Res,2013,7:2896-2897.
[8]Thomas J,Aeby T,Kamikawa G,et al.Problem based learning and academic performance in residency[J].Hawaii Med J.2009,68(10):246-248.
[9]Mohsen Salari,Amrollah Roozbehi,Abdolvahed Zarifi,et al.Pure PBL,Hybrid PBL and Lecturing:which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?[J].BMC Med Educ,2018,18(1):195.
[10]Chang HC,Wang NY,Ko WR.The effectiveness of clinical problem-based learning model of medico-jurisprudence education on general law knowledge for Obstetrics/Gynecological interns[J].Taiwan J Obstet Gynecol,2017,56(3):325-330.
[11]Iwata K,Doi A.Can hybrid educational activities of team and problem based learning program be effective for Japanese medical students?[J].Int J Med Educ,2017,8:176-178.
[12]Yeo S,Chang BH.Implementation of problem-based learning in medical education in Korea[J].Korean J Med Educ,2017,29(4):271-282.
[13]张军花,钟奕,张春华,等.PBL、CBL及LBL教学法在高等助产护生手术室临床见习中的应用[J].中华现代护理杂志,2017,23(22):2920-2923.
[14]贾博,刘伟,郭庆东.初步探讨PBL教学在临床教学中的应用和优化[J].中华神经外科疾病研究杂志,2018,17(3):262-264.
[15]贺文,许丽辉,孙绍光,等.探讨PBL教学法在医学教育中的应用[J].生命的化学,2016,37(5):735-738.
[16]徐秀珍.微视频在基础教育改革中的优势分析及制作方法[J].黑河教育,2017(10):87-88.
[17]胡鸣,洪莉.PBL结合微视频教学法在盆腔脏器脱垂教学中的应用效果[J].中国医药导报,2018,15(4):138-141.
[18]王巧玲,张萍,齐金萍,等.微视频教学资源在“断层解剖学”实践课中的应用研究[J].教育教学论坛,2016(39):203-204.
[19]李柳炳,朱俊佳,沈光思,等.以微信为平台的P B L教学模式在骨外科实习带教中的应用[J].中国高等医学教育,2015(6):77-78.
[20]魏静,冯力民.多种教学模式在妇产科住院医师规范化培训中的应用[J].继续医学教育,2015,29(10):13-14.