Volume 22 Issue 6
Jun.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(6): 1055-1058
LIAO Pinliang, ZHANG Zhihui, LI Huakang, ZHANG Yu, CUI Yuanting. Application of simulation combined with PBL integrated teaching in clinical skills teaching of electrocardiogram[J]. Chinese Journal of General Practice, 2024, 22(6): 1055-1058. doi: 10.16766/j.cnki.issn.1674-4152.003565
Citation: LIAO Pinliang, ZHANG Zhihui, LI Huakang, ZHANG Yu, CUI Yuanting. Application of simulation combined with PBL integrated teaching in clinical skills teaching of electrocardiogram[J]. Chinese Journal of General Practice, 2024, 22(6): 1055-1058. doi: 10.16766/j.cnki.issn.1674-4152.003565
shu

Application of simulation combined with PBL integrated teaching in clinical skills teaching of electrocardiogram

doi: 10.16766/j.cnki.issn.1674-4152.003565

  • Department of Cardiovascular Medicine, the First Affiliated Hospital of the Army Medical University, Chongqing 400038, China

Funds:

 2018YFC2001205

  • Received Date: 2023-11-23
    Available Online: 2024-07-22
    Abstract
  •   Objective  To explore the effect of electrocardiogram (ECG) simulation combined with problem-based learning (PBL) teaching on clinical skills of electrocardiogram on five-year undergraduate students.  Methods  A total of 138 fourth-year students of 2019 five-year clinical medicine who participated in the training of "Clinical Skills" electrocardiogram section at the First Affiliated Hospital of the Army Medical University in March 2023 were selected as the research subjects. They were divided into an observation group, a simulation group, and a control group by random drawing method, with 46 participants in each group. The observation group used simulation combined with PBL integrated teaching method, the simulation group only used simulation teaching tools combined with traditional lecture-based learning (LBL) teaching method, and the control group used standardized patient (SP) combined with traditional LBL teaching method. At the end of the course, the implementation effects of the three teaching methods were evaluated through the electrocardiogram skill operation, ECG judgment, and questionnaire survey.  Results  There was no statistical difference in skill operation assessment scores among the three groups. However, the ECG diagnostic scores of the observation group were significantly higher than that of the simulation group and the control group (91.54±3.73 vs. 87.78±5.41 vs. 86.06±5.25, F=15.290, P < 0.001). The questionnaire results showed that the questionnaire results showed that the active learning interest achievement rate of the observation group was higher than that of the control group, and the difference was statistically significant (95.65% vs. 78.26%, P < 0.05). At the same time, in terms of student evaluation of teaching methods, the observation group had a higher satisfaction rate than the other two groups, and the difference was statistically significant (97.83% vs.82.61%, P < 0.05; 97.83% vs.80.43%, P < 0.05).  Conclusion  Compared with the LPL teaching method based on SP and simulation tools, the integrated teaching method of simulation and PBL improves the teaching quality of ECG clinical skills, which is helpful to improve medical students' interest in learning electrocardiogram skills and their teaching satisfaction.

     

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