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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

陈芳芳, 张瑜, 汪宇, 宋涛. 反思性教学结合NCCBL在小儿外科规培带教中的应用[J]. 中华全科医学, 2024, 22(1): 144-147. doi: 10.16766/j.cnki.issn.1674-4152.003351
引用本文: 陈芳芳, 张瑜, 汪宇, 宋涛. 反思性教学结合NCCBL在小儿外科规培带教中的应用[J]. 中华全科医学, 2024, 22(1): 144-147. doi: 10.16766/j.cnki.issn.1674-4152.003351
CHEN Fangfang, ZHANG Yu, WANG Yu, SONG Tao. Application of reflective teaching combined with NCCBL in pediatric surgical teaching[J]. Chinese Journal of General Practice, 2024, 22(1): 144-147. doi: 10.16766/j.cnki.issn.1674-4152.003351
Citation: CHEN Fangfang, ZHANG Yu, WANG Yu, SONG Tao. Application of reflective teaching combined with NCCBL in pediatric surgical teaching[J]. Chinese Journal of General Practice, 2024, 22(1): 144-147. 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
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

Application of reflective teaching combined with NCCBL in pediatric surgical teaching

  • 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。

     

  • 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
    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 -4.665 -5.830 -6.015 -6.139 -6.226 -5.698
    P <0.001 <0.001 <0.001 <0.001 <0.001 <0.001
    下载: 导出CSV

    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 0.011 0.002 <0.001 0.001 <0.001
    注:2组间比较采用Fisher精确检验。
    下载: 导出CSV
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  • 收稿日期:  2023-02-02
  • 网络出版日期:  2024-03-09

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