CBL结合思维导图在心内科住院医师规范化培训中的探索
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摘要
目的探讨基于案例的教学(case-based learning,CBL)联合思维导图在心内科住院医师规范化培训中的应用效果。方法选取2017年1—10月在南通大学附属医院心内科参加规范化培训的住院医师作为对照组,采用传统授课教学模式。选取2017年11月—2018年8月在我科参加规培的住院医师作为实验组,采用CBL联合思维导图教学模式。两组出科时均参加理论考核和Mini-CEX,及进行满意度调查。结果实验组的理论知识考核、Mini-CEX考核及总分成绩均高于对照组,差异具有统计学意义(P <0.01)。其中,实验组医师在MiniCEX中的病史采集、体格检查、心电图操作、心电图诊断、临床诊疗及综合表现均高于对照组,差异具有统计学意义(P <0.01),而两组医师未医患沟通、职业素养及组织技能上比较,差异无统计学意义(P> 0.05)。在满意度调查中,实验组医师在临床思维培养、学习兴趣及团队合作的满意度均高于对照组医师,差异具有统计学意义(P<0.05)。结论 CBL联合思维导图的教学模式在心内科住院医师规培中有较好的应用效果,是心内科值得推广的规培教学模式。
Objective To explore the application effect of case-based learning(CBL) combined with mind mapping in the standardized training of resident cardiologists. Methods Residents who participated in standardized training in Department of Cardiology, the Affiliated Hospital of Nantong University from January to October 2017 were selected as the control group, and the traditional teaching mode was adopted. Residents who participated in regular training in our department from November 2017 to August 2018 were selected as the experimental group, and CBL combined mind mapping teaching mode was adopted. Both groups took part in theoretical examination and Mini-CEX, and conducted satisfaction survey.Results he theoretical knowledge test, Mini-CEX test and total score of the experimental group were higher than those of the control group, and the difference was statistically significant(P < 0.01). Among them, the medical history collection, physical examination, electrocardiogram operation,electrocardiogram diagnosis, clinical diagnosis and comprehensive performance of doctors in the experimental group were higher than those in the control group, and the difference was statistically significant(P <0.01). However, there was no significant difference in communication,professional accomplishment and organizational skills between the two groups(P > 0.05). In the satisfaction survey, the doctors in the experimental group were more satisfied with the training of clinical thinking, learning interest and team cooperation than those in the control group, and the difference was statistically significant(P < 0.05). Conclusion CBL combined mind mapping teaching model has a good application effect in the resident training of Cardiology department. It is worth promoting in cardiology department.
Objective To explore the application effect of case-based learning(CBL) combined with mind mapping in the standardized training of resident cardiologists. Methods Residents who participated in standardized training in Department of Cardiology, the Affiliated Hospital of Nantong University from January to October 2017 were selected as the control group, and the traditional teaching mode was adopted. Residents who participated in regular training in our department from November 2017 to August 2018 were selected as the experimental group, and CBL combined mind mapping teaching mode was adopted. Both groups took part in theoretical examination and Mini-CEX, and conducted satisfaction survey.Results he theoretical knowledge test, Mini-CEX test and total score of the experimental group were higher than those of the control group, and the difference was statistically significant(P < 0.01). Among them, the medical history collection, physical examination, electrocardiogram operation,electrocardiogram diagnosis, clinical diagnosis and comprehensive performance of doctors in the experimental group were higher than those in the control group, and the difference was statistically significant(P <0.01). However, there was no significant difference in communication,professional accomplishment and organizational skills between the two groups(P > 0.05). In the satisfaction survey, the doctors in the experimental group were more satisfied with the training of clinical thinking, learning interest and team cooperation than those in the control group, and the difference was statistically significant(P < 0.05). Conclusion CBL combined mind mapping teaching model has a good application effect in the resident training of Cardiology department. It is worth promoting in cardiology department.
引文
[1]尉然,尹文强,刘益豪,等.住院医师规范化培训制度对医学生职业生涯规划影响研究[J].中国卫生事业管理,2017,34(1):51-55.
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[5]张凡. CBL教学模式与传统教学模式在神经外科教学中的应用效果比较[J].中国继续医学教育,2016,8(8):13-14.
[6]杨帅,李秋洁,范宇莹,等. Mini-CEX的应用现状及展望[J].中国高等医学教育,2015(2):87,143.
[7]Gupta K,Arora S,Kaushal S. Modified case based learning:Our experience with a new module for pharmacology undergraduate teaching[J]. International journal of applied&basic medical research,2014,4(2):90-94.
[8]王莹,郝伟. CBL联合PBL教学模式在心血管内科临床教学中应用效果评价[J].中国病案,2017,18(9):83-85.
[9]董茜.思维导图在肿瘤内科学教与学中的应用探讨[J].中国继续医学教育,2017,9(8):48-50.
[10]于欣,杨震,韩学波,等.思维导图在心内科实习教学中的应用研究[J].高校医学教学研究(电子版),2016,6(4):15-17.
[11]杨冬,金美玲,白春学. Mini-CEX在临床教与学双向评估中的应用及意义——以临床八年制呼吸科床旁教学为例[J].医学与哲学(B),2014,35(5):87-89.
[12]张文灵,孙忠河,谢红.《医患沟通学》课程中引入Mini—CEX的实践[J].中国医学伦理学,2016,29(1):49-52.
[13]黄进,张永刚,刘钰琪,等. Mini卫生技术评估简介[J].中国循证医学杂志,2014,14(8):901-904.
[2]尹超邦,孟开.我国住院医师规范化培训研究现状分析[J].中国医院,2016,20(2):26-28.
[3]戴小婷,朱滨海.住院医师规范化培训中的问题与对策[J].南京医科大学学报(社会科学版),2017,17(2):142-145.
[4]陈冬冬,李东辉,李玉见,等.思维导图在高等医学教育中的应用探索[J].中国医药科学,2014,4(17):129-130.
[5]张凡. CBL教学模式与传统教学模式在神经外科教学中的应用效果比较[J].中国继续医学教育,2016,8(8):13-14.
[6]杨帅,李秋洁,范宇莹,等. Mini-CEX的应用现状及展望[J].中国高等医学教育,2015(2):87,143.
[7]Gupta K,Arora S,Kaushal S. Modified case based learning:Our experience with a new module for pharmacology undergraduate teaching[J]. International journal of applied&basic medical research,2014,4(2):90-94.
[8]王莹,郝伟. CBL联合PBL教学模式在心血管内科临床教学中应用效果评价[J].中国病案,2017,18(9):83-85.
[9]董茜.思维导图在肿瘤内科学教与学中的应用探讨[J].中国继续医学教育,2017,9(8):48-50.
[10]于欣,杨震,韩学波,等.思维导图在心内科实习教学中的应用研究[J].高校医学教学研究(电子版),2016,6(4):15-17.
[11]杨冬,金美玲,白春学. Mini-CEX在临床教与学双向评估中的应用及意义——以临床八年制呼吸科床旁教学为例[J].医学与哲学(B),2014,35(5):87-89.
[12]张文灵,孙忠河,谢红.《医患沟通学》课程中引入Mini—CEX的实践[J].中国医学伦理学,2016,29(1):49-52.
[13]黄进,张永刚,刘钰琪,等. Mini卫生技术评估简介[J].中国循证医学杂志,2014,14(8):901-904.