反思性教学结合NCCBL在小儿外科规培带教中的应用

陈芳芳; 张瑜; 汪宇; 宋涛

doi:10.16766/j.cnki.issn.1674-4152.003351

反思性教学结合NCCBL在小儿外科规培带教中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003351

蚌埠医科大学第一附属医院小儿外科, 安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2020jyxm1213

详细信息

通讯作者:
宋涛, E-mail: 1179610276@qq.com

中图分类号: R192
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- 被引次数: 0
出版历程
- 收稿日期: 2023-02-02
- 网络出版日期: 2024-03-09

Application of reflective teaching combined with NCCBL in pediatric surgical teaching

Department of Pediatric Surgery, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的探究在小儿外科规培带教中引入反思性教学与基于临床反面案例教学方法(NCCBL)相结合带教方式的效果。方法选择2021年在蚌埠医科大学第一附属医院小儿外科规培的人员作为对照组(32人), 采用传统的规培带教模式；将2022年在蚌埠医科大学第一附属医院小儿外科规培的人员作为观察组(29人)，采用反思性教学结合NCCBL带教模式。分析比较2组规培学员的出科考核成绩、自我能力提升的评价和带教满意度。结果观察组规培学员与对照组出科理论成绩分别为89.00(85.00, 93.00)分和79.59(75.00, 85.75)分，差异有统计学意义(P < 0.05)；观察组学员各项临床综合素养考核成绩均优于对照组(P < 0.05)。在对综合学习能力提升的自我评价方面，观察组学员对学习兴趣的提升、临床思维能力的提升、文献查阅能力的提升、团队协作能力的提升、反思性思维能力的提升这5个方面的自我评价均优于对照组，差异均有统计学意义(P < 0.05)。对教师教学方法的满意度调查方面，观察组学员满意度明显高于对照组, 差异有统计学意义(P < 0.05)。结论在小儿外科规培带教过程中以临床反面案例教学方式为手段，打破常规教学思维模式，用反思性教学思想贯彻带教过程，有利于提高学员学习的积极性，提升教学效果，达到以学促优、以优促研、教学相长的效果。
- 反思性教学 /
- 临床反面案例教学方法 /
- 规培带教 /
- 小儿外科
Abstract: Objective To explore the application and effect of reflective teaching combined with negative clinical case-based learning (NCCBL) in pediatric surgery teaching. Methods A total of 32 trainees who were trained in the pediatric surgery department in the First Affiliated Hospital of Bengbu Medical University in 2021 were set as a control group and the routine practice teaching method was implemented. In addition, a total of 29 trainees who were trained in the pediatric surgery department in the First Affiliated Hospital of Bengbu Medical University in 2022 were selected as the observation group, and the reflective teaching method combined with NCCBL was adopted. The results of the scientific examination, the recognition of teaching methods, and the assessment of self-ability improvement were compared between the two groups. Results The theoretical scores of the observation group and the control group were 89.00 (85.00, 93.00) and 79.59 (75.00, 85.75), respectively, with a statistically significant difference (P < 0.05). The scores of clinical comprehensive quality assessment in the observation group were better than those in the control group (P < 0.05). The observation group had higher self-evaluation of the improvement of learning interest, clinical thinking ability, literature review ability, teamwork ability, and reflective thinking ability than the control group, the differences were statistically significant (P < 0.05). The satisfaction of teaching methods in the observation group was significantly higher than that in the control group (P < 0.05). Conclusion In the process of pediatric surgery teaching, we can use reflective teaching combined with NCCBL as a means to break the conventional teaching method, which can fully mobilize the students' learning enthusiasm, improve the teaching quality, to achieve excellence as well as research. As we all know, teaching is learning.
- Reflective teaching /
- Negative clinical case-based learning /
- Teaching /
- Pediatric surgery

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表 1 2组学员出科考核成绩比较[M(P₂₅, P₇₅), 分]

Table 1. Comparison of the scores of students in two groups[M(P₂₅, P₇₅), points]

组别	人数	理论考核成绩	临床综合素养考核成绩
组别	人数	理论考核成绩	问诊沟通能力	病历书写能力	病例分析能力	技能操作能力	医患矛盾解决能力
对照组	32	79.59(75.00, 85.75)	15.00(14.00, 16.00)	15.00(14.00, 16.00)	15.00(14.00, 15.75)	15.00(16.50, 18.00)	16.00(15.00, 16.00)
观察组	29	89.00(85.00, 93.00)	17.00(17.00, 18.00)	18.00(17.00, 18.00)	17.00(16.50, 18.00)	17.00(16.50, 18.00)	17.00(17.00, 18.00)
Z值		-4.665	-5.830	-6.015	-6.139	-6.226	-5.698
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

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表 2 2组学员自我能力提升的评价比较(人)

Table 2. Comparison of evaluation on self-ability improvement of two groups of students (people)

组别	人数	学习兴趣的提升	临床思维能力的提升	文献查阅能力的提升	团队协作能力的提升	反思性思维能力的提升
对照组	32	25	23	15	17	10
观察组	29	29	29	28	27	29
P值		0.011	0.002	＜0.001	0.001	＜0.001
注：2组间比较采用Fisher精确检验。

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