以职业胜任力为导向的多元化教学法在急诊外科临床带教中的应用

解福臣; 张太哲; 邱兆磊; 窦贺贺; 焦玉萌; 宣玲; 王振杰

doi:10.16766/j.cnki.issn.1674-4152.003479

以职业胜任力为导向的多元化教学法在急诊外科临床带教中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003479

1.
蚌埠医科大学第一附属医院急诊外科，安徽蚌埠 233004
2.
蚌埠医科大学基础医学院, 安徽蚌埠 233000
3.
蚌埠医科大学第一附属医院心血管内科

基金项目:

安徽省教育厅质量工程项目教学研究一般项目 2020jyxm1202

安徽省教育厅质量工程项目教学研究重点项目 2021jyxm0949

详细信息

通讯作者:
宣玲，E-mail：17893466@qq.com

中图分类号: R192 R605.97
计量
- 文章访问数: 64
- HTML全文浏览量: 18
- PDF下载量: 1
- 被引次数: 0
出版历程
- 收稿日期: 2023-12-08
- 网络出版日期: 2024-05-29

Application of competency-based and diversified teaching methods in clinical teaching of emergency surgery

1.
Department of Emergency Surgery, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨以职业胜任力为导向的多元化教学法在急诊外科临床带教中的应用效果。方法选取在本院急诊外科实习的2018级学生60人为研究对象，按随机数字表法分为2组，实验组30人，采取以职业胜任力为导向的多元化教学法；对照组30人，采用传统教学进行临床授课。比较2组实习生在临床实习期间的理论、实践技能和人文关怀等综合考核成绩以及教师和实习生的评价结果。结果实验组实习生理论、实践技能和人文关怀等综合能力考核考试成绩[(80.93±5.30)分、(81.43±5.39)分、(81.33±5.65)分]高于对照组[(70.77±6.86)分、(71.03±6.69)分、(72.30±6.75)分]，差异均有统计学意义(P < 0.05)。临床教师对实验组实习生在临床基本能力、学习运用知识能力、医患沟通能力、团结协作能力、信息管理能力的评价评分均高于对照组(P < 0.05)。实验组实习生对教师教学的满意度评分[(96.77±2.22)分]高于对照组[(90.90±2.50)分, P < 0.05]。所有实验组实习生均对以职业胜任力为导向的多元化教学法表示认可。结论以职业胜任力为导向的多元化教学法运用于急诊外科临床带教，有助于理论知识、技能操作及人文关怀的掌握以及医学生职业胜任力的培养，可在急诊外科临床带教中推广应用。
- 职业胜任力 /
- 多元化教学法 /
- 实习生 /
- 临床带教
Abstract: Objective This study aims explore the effect of professional competence-oriented diversified teaching methods in the clinical teaching of emergency surgery. Methods A total of 60 students of Grade 2018 practicing in the Emergency Surgery Department of our hospital were selected as participants for this study. They were randomly divided into 2 groups: an experimental group consisting of 30 students who received diversified teaching methods oriented by professional competence, and a control group consisting of 30 students who were instructed by traditional teaching methods in clinical teaching. The evaluation results of theory, practical skills, humanistic care, as well as the assessments from teachers and interns, were compared between the two groups. Results The interns in the experimental group demonstrated higher test scores in theory (80.93±5.30), practical skills (81.43±5.39), humanistic care (81.33±5.65), and other comprehensive ability examinations compared to the control group (70.77±6.86, 71.03±6.69, 72.30±6.75), with statistically significant (P < 0.05). The clinical teachers ' evaluations of the experimental group ' s basic clinical ability, knowledge acquisition and application, doctor-patient communication, teamwork, and information management abilities were all higher than those of the control group (P < 0.05). The satisfaction score of the experimental group (96.77±2.22) was significantly higher than that of the control group (90.90±2.50, P < 0.05). Furthermore, all the interns in the experimental group acknowledged the effectiveness of the diversified teaching method oriented by professional competence. Conclusion The application of diversified teaching methods oriented by professional competence in clinical teaching of emergency surgery benefits the acquisition of theoretical knowledge, skill proficiency, and humanistic care, while also fostering the vocational competency of medical students. Therefore, the widespread adoption of these methods in clinical teaching of emergency surgery in recommended.
- Professional competence /
- Diversified teaching method /
- Trainee doctor /
- Clinical teaching

HTML全文

表 1 2组实习生临床专业水平测试考核理论、实践技能及人文关怀等综合能力比较(x±s，分)

Table 1. Comparison of the scores of clinical professional level test and assessment of theory, practical skills and humanistic care of 2 groups of interns(x±s, points)

组别	人数	理论成绩	实践技能	人文关怀等综合能力
对照组	30	70.77±6.86	71.03±6.69	72.30±6.75
实验组	30	80.93±5.30	81.43±5.39	81.33±5.65
t值		6.419	6.630	5.619
P值		＜0.001	＜0.001	＜0.001

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表 2 2组实习生职业胜任力评价成绩比较(x±s，分)

Table 2. Comparison of professional competency evaluation results of 2 groups of interns(x±s, points)

组别	人数	临床基本能力	学习运用知识能力	医患沟通能力	团结协作能力	职业素养能力	信息管理能力
对照组	30	71.30±7.41	71.60±7.93	72.07±8.10	71.17±7.48	80.17±5.57	70.90±7.71
实验组	30	80.83±5.47	80.97±5.17	81.03±5.05	80.73±5.70	80.77±5.46	80.87±5.78
t值		5.667	5.421	5.141	5.568	0.421	5.667
P值		＜0.001	＜0.001	＜0.001	＜0.001	0.675	＜0.001

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表 3 2组实习生对教师教学的满意度评价比较(x±s，分)

Table 3. Comparison of the evaluation of the satisfaction of the two groups of interns on the teaching of teachers(x±s, points)

组别	人数	满意度得分
对照组	30	90.90±2.50
实验组	30	96.77±2.22
t值		9.616
P值		＜0.001

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表 4 实验组实习生对多元化教学法的评价情况[人(%)]

Table 4. Evaluation of the diversity teaching method by the interns in the experimental group[people(%)]

评价项目	非常认可	认可	一般	不认可	非常不认可
喜欢该教学方法	14(46.7)	16(53.3)	0	0	0
提高学习主动性和积极性	13(43.3)	16(53.3)	1(3.3)	0	0
提高实践动手能力	12(40.0)	17(56.7)	1(3.3)	0	0
提高处理临床问题能力	15(50.0)	15(50.0)	0	0	0
提高团队协作能力	16(53.3)	13(43.3)	1(3.3)	0	0
提高信息管理能力	14(46.7)	14(46.7)	2(6.7)	0	0
提高表达和沟通技能	12(40.0)	16(53.3)	2(6.7)	0	0
培养爱岗敬业精神	19(63.3)	11(36.7)	0	0	0
培养创新探索精神	11(36.7)	16(53.3)	3(10.0)	0	0
培养学生综合素质	15(50.0)	14(46.7)	1(3.3)	0	0

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