麻醉本科生实习阶段精细化培养的实施与评价
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摘要
目的探讨导师制+麻醉学亚专业轮转制精细化培养方案在麻醉本科生临床实习阶段应用的可行性和实施效果。方法选取两届麻醉本科生共50名分为对照组和实验组进行研究,实习期为8个月。对照组采用传统教学法,即导师按照学校的临床实习计划常规进行带教。实验组采用导师制+麻醉亚专业轮转制教学方法,即学生被安排在各亚麻醉专科轮转,导师进行亚麻醉专科带教。实习结束后进行出科考评和问卷调查。结果出科考核及问卷调查两项评估指标均显示实验组优于对照组,差异具有统计学意义(P <0.05)。结论采用导师制+麻醉亚专业轮转制能更好的提高实习兴趣、实习质量及临床技能。
Objective To explore the feasibility and effect of the tutorial system plus the fine training scheme of rotation system for anesthesiology sub-specialty in clinical practice for undergraduates of anesthesia. Methods A total of 50 undergraduates of anesthesia were selected and divided into control group and experimental group. The internship period was 8 months. In the control group, the traditional teaching method was adopted, that is, the tutor taught according to the routine clinical practice plan of the school. The experimental group adopted the teaching method of "tutorial system + rotation system of anesthesia sub-specialty". That is, students were arranged to rotate in each sub-specialty of anesthesia, and tutors were instructed in the sub-specialty of anesthesia. At the end of the internship, the students were assessed and questionnaires were conducted. Results The outpatient examination and questionnaire survey showed that the experimental group was better than the control group, and the difference was statistically significant(P < 0.05). Conclusion The use of tutorial system + anesthesia subspecialty rotation can better improve the interest and quality of internship and was more conductive to clinical skills training.
Objective To explore the feasibility and effect of the tutorial system plus the fine training scheme of rotation system for anesthesiology sub-specialty in clinical practice for undergraduates of anesthesia. Methods A total of 50 undergraduates of anesthesia were selected and divided into control group and experimental group. The internship period was 8 months. In the control group, the traditional teaching method was adopted, that is, the tutor taught according to the routine clinical practice plan of the school. The experimental group adopted the teaching method of "tutorial system + rotation system of anesthesia sub-specialty". That is, students were arranged to rotate in each sub-specialty of anesthesia, and tutors were instructed in the sub-specialty of anesthesia. At the end of the internship, the students were assessed and questionnaires were conducted. Results The outpatient examination and questionnaire survey showed that the experimental group was better than the control group, and the difference was statistically significant(P < 0.05). Conclusion The use of tutorial system + anesthesia subspecialty rotation can better improve the interest and quality of internship and was more conductive to clinical skills training.
引文
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[11]梁启胜,李玉珍,朱晨晨,等.PBL教学法应用于麻醉医学生临床实习的效果分析[J].中华全科医学,2018,16(2):299-301,329.
[12]解雅英,于建设,寿琼华,等.导师制提高麻醉生产实习学生水平的作用[J].内蒙古医科大学学报,2014,36(s2):494-496.
[2]郑晓春,郑艇,许文言,等.以“实习导师制”为核心的麻醉学实习医师入科专项培训制度的实践与评价[J].大学教育,2016,5(8):179-180.
[3]王大庆,苏小林.麻醉本科学生实习教学模式的探索[J].西北医学教育,2014,22(4):817-818.
[4]李杰,李政霖,王傲云,等.导师制在医学本科生培养中的积极作用[J].中华医学教育探索杂志,2017,16(7):693-696.
[5]张兵.TBL结合CBL、PBL在麻醉本科临床实习中的应用研究[J].中国继续医学教育,2016,8(1):27-29.
[6]吴志林,武庆平,陈庆红,等.多模式融合教学法提高临床麻醉实习教学质量的探讨[J].中国继续医学教育,2015,7(24):13-15.
[7]方志成,周昌娥,郑翔,等.临床医学专业大学本科导师制改进与实施[J].海军医学杂志,2016,37(5):478-479.
[8]王鹏,王杰萍,王青.临床医学本科生一对一导师制工作体会[J].继续医学教育,2016,30(7):63-64.
[9]汪芳俊,杨霜,李洪琼,等.临床麻醉实习带教满意度情况调查[J].中国医学教育技术,2017,31(2):222-225.
[10]彭沛华,邵建林,思永玉,等.个性化培养在麻醉学专业本科生中的应用初探[J].心理医生,2016,22(28):273-274.
[11]梁启胜,李玉珍,朱晨晨,等.PBL教学法应用于麻醉医学生临床实习的效果分析[J].中华全科医学,2018,16(2):299-301,329.
[12]解雅英,于建设,寿琼华,等.导师制提高麻醉生产实习学生水平的作用[J].内蒙古医科大学学报,2014,36(s2):494-496.