情景模拟PBL教学法在儿科实习生岗位胜任能力中的应用价值

瞿色华; 张阵; 武玉猛; 郑迎娟; 陈云; 张慧; 陈信

doi:10.16766/j.cnki.issn.1674-4152.002872

情景模拟PBL教学法在儿科实习生岗位胜任能力中的应用价值

doi: 10.16766/j.cnki.issn.1674-4152.002872

瞿色华^{1, 2},
张阵^{1, 2},
武玉猛^{1, 2},
郑迎娟^{1, 2},
陈云^{1, 2},
张慧^{1, 2},
陈信^{1, 2, ,}

1.
蚌埠医学院第一附属医院儿科，安徽蚌埠 233004
2.
蚌埠医学院儿科学教研室，安徽蚌埠 233030

基金项目:

安徽省高等学校省级质量工程项目 2020jyxm1194

详细信息

通讯作者:
陈信, E-mail: 44783939@qq.com

中图分类号: R192 R72
计量
- 文章访问数: 175
- HTML全文浏览量: 33
- PDF下载量: 15
- 被引次数: 0
出版历程
- 收稿日期: 2022-02-28
- 网络出版日期: 2023-04-20

The Application Value of Scenario Simulation PBL Teaching Method in Improving the Competence of Pediatric Interns

QU Se-hua^{1, 2},
ZHANG Zhen^{1, 2},
WU Yu-meng^{1, 2},
ZHENG Ying-juan^{1, 2},
CHEN Yun^{1, 2},
ZHANG Hui^{1, 2},
CHEN Xin^{1, 2
, ,}

1.
Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的探究在情景模拟下以问题为基础的学习(problem-based learning, PBL)教学法在评价儿科实习生岗位胜任能力中的应用价值。方法选取2018年1月—2020年12月在蚌埠医学院第一附属医院儿科实习的72位临床医学本科实习生为研究对象，按照随机数表法将其分为观察组和对照组，各36人。对照组实习生接受常规临床带教模式，观察组实习生接受基于岗位胜任能力的情景模拟PBL教学法带教。比较2组实习生实习期结束时实验操作评分、报告撰写能力评分以及团队合作评分；比较2组实习期结束时考试成绩；比较2组实习生能力和职业认同等自我评价项目得分；比较2组实习生对教学设计、教学实施和能力影响的评价。结果观察组实习生实验操作评分、报告撰写能力评分、团队合作评分均高于对照组[(88.59±4.32)分vs.(82.97±5.23)分；(86.87±5.66)分vs.(80.76±6.13)分；(91.76±3.87)分vs.(85.39±4.38)分，均P < 0.05]。观察组实习生操作技能考试成绩、理论知识考试成绩以及总成绩均高于对照组(均P < 0.05)。观察组实习生自学能力、沟通能力、应变能力、协作能力、职业认同5个维度自评得分均高于对照组(均P < 0.05)。观察组对教学设计、教学实施以及能力影响的评价得分均高于对照组(均P < 0.05)。结论基于岗位胜任能力的情景模拟PBL教学法有利于提高儿科实习生个人能力和团队合作能力，能够帮助实习生更好地掌握实习知识，提高考试成绩。
- 岗位胜任能力 /
- 情景模拟 /
- PBL教学法 /
- 儿科实习生
Abstract: Objective To explore the application value of scenario simulation PBL teaching method in improving the competence of pediatric interns. Methods From January 2018 to December 2020, a total of 72 clinical medical undergraduate interns in the Department of Pediatrics at the First Affiliated Hospital of Bengbu Medical College were selected as the research objects, and they were equally divided into the observation group (36 cases) and control group (36 cases) based on the random number table method. The interns in the control group received the routine clinical teaching mode, while the interns in the observation group received the PBL teaching method based on job competency simulation. The experimental operation scores were compared, writing ability scores, and teamwork scores of the 2 groups of interns were reported at the end of the internship period. The test scores of the 2 groups were compared at the end of the internship period; the scores of self-evaluation items, such as, the ability and professional identity of the 2 groups were compared. Moreover, the appraisal of the intern' s influence on teaching design, teaching implementation and ability was also evaluated. Results The experimental operation score, report writing ability score and teamwork score of interns in the observation group were higher than those in the control group [(88.59±4.32) points vs. (82.97±5.23) points; (86.87±5.66) points vs. (80.76±6.13) points; (91.76±3.87) points vs. (85.39±4.38) points, all P < 0.05]. The test scores of operation skills, theoretical knowledge and total scores in the observation group were higher than those in the control group (all P < 0.05). The scores of self-study ability, communication ability, strain ability, cooperation ability and professional identity in the observation group were all higher than those in the control group (all P < 0.05). The evaluation scores of teaching design, teaching implementation and impact of competencies in the observation group were all higher than those in the control group (all P < 0.05). Conclusion The situational simulation PBL teaching method based on post competency can improve the individual ability and team cooperation ability of paediatric interns, which can help them better grasp the practice knowledge and improve the test scores.
- Post competence /
- Situational simulation /
- PBL teaching method /
- Paediatric intern

HTML全文

表 1 2组实习生能力评分比较(x±s，分)

Table 1. Comparison of ability scores between two groups of interns (x±s, points)

组别	人数	实验操作评分	报告撰写能力评分	团队合作评分
观察组	36	88.59±4.32	86.87±5.66	91.76±3.87
对照组	36	82.97±5.23	80.76±6.13	85.39±4.38
t值		4.971	4.394	6.539
P值		< 0.001	< 0.001	< 0.001

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表 2 2组实习生考试成绩比较(x±s，分)

Table 2. Comparison of exam results between two groups of interns (x±s, points)

组别	人数	操作技能考试成绩	理论知识考试成绩	总成绩
观察组	36	87.62±4.32	92.23±5.11	90.38±5.38
对照组	36	83.29±5.10	87.98±4.38	86.10±4.35
t值		3.887	3.789	3.712
P值		< 0.001	< 0.001	< 0.001

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表 3 2组实习生自我评价得分比较(x±s，分)

Table 3. Comparison of self-evaluation scores between the two groups of interns (x±s, points)

组别	人数	自学能力	沟通能力	应变能力	协作能力	职业认同
观察组	36	86.39±2.88	89.98±4.33	85.09±4.39	93.39±2.86	90.97±3.10
对照组	36	81.08±3.22	85.38±4.39	80.08±4.35	87.86±3.61	86.94±1.87
t值		7.375	4.476	4.864	7.204	6.679
P值		< 0.001	< 0.001	< 0.001	< 0.001	< 0.001

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表 4 2组实习生对教学方案评价比较(x±s，分)

Table 4. Comparison of interns' evaluation of teaching programs between two groups (x±s, points)

组别	人数	教学设计	教学实施	能力影响
观察组	36	89.67±4.36	94.28±5.29	89.97±3.44
对照组	36	86.08±3.65	89.77±5.11	84.37±4.39
t值		3.788	3.679	6.024
P值		< 0.001	< 0.001	< 0.001

下载: 导出CSV

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