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目的观察体验式教学法在住院医师规范化培训中的应用效果,为探讨新的行之有效的临床住培医师培训方法提供依据。方法将2013—2014年进入肾脏内科接受规范化培训的新入职住院医师57名分成常规教学组和体验式教学组。常规教学组严格按住培带教大纲进行,在带教老师的指导下进行日常诊疗工作、分管床位、值班等,按时参加本科室业务学习及每2周一次的理论课学习,住培结束出科时进行理论知识考试及实践技能操作考核。体验式教学组采用体验式带教方法将住培大纲贯穿于工作体验中,规培生入科后先完成入科教育,然后由带教老师主持召开第一次组会,将要求在肾内科掌握的临床知识和技能拟定出若干临床“课题”(临床问题)分配给住培医师,每位住培医师领到任务后进行“课题”场景设计、查阅临床资料和文献、将解决问题的方法和自己的想法制作成PPT在2周后召开的第二次组会上进行汇报。组会是以住培医师的问诊、体检、PPT讲解和讨论为中心、带教老师的点评为引导进行的。在肾内科住培结束后对2组带教效果进行比较。结果体验式教学组理论知识考试及技能操作考核分均高于传统教学组,2组之间差异有统计学意义。结论体验式教学法有利于新入职的住院医师掌握理论知识及实践技能操作,有利于提高住培住院医师的专业技能和素质。
Objective To observe the application effect of experiential teaching method in standardized training of residents, and provide evidence for exploring a new and effective training method for clinical resident physicians. Methods A total of 57 newly enrolled residents admitted to the Department of Nephrology between January 2013 and April 2014 were divided into two groups: regular teaching group and experiential teaching group. Regular teaching group strictly hold training outline to carry out, under the guidance of the instructor to carry out routine diagnosis and treatment work in charge of beds, duty, etc., on time and attend the business study of the department and the theoretical lessons once every two weeks, live training to end Section when the theoretical knowledge test and practical skills assessment. Experiential teaching group adopts experiential teaching method to extend the program of living and training in the work experience. After graduation and enrollment, the enrolled teacher will complete the first enrolled science education and then hold the first group meeting under the guidance of his or her teacher. Master clinical knowledge and skills to draw up a number of clinical “subject ” (clinical problems) assigned to the resident training physician, each resident physician received the task after the “subject ” scene design, access to clinical data and literature, will Problem-solving methods and their own ideas were made into PPT reports at the second group meeting after two weeks. The group will be guided by resident medical training, physical examination, PPT to explain and discuss as the center, teaching teachers to comment. In the Department of Nephrology end of training on the two groups to compare teaching effectiveness. Results Experiential teaching group theoretical knowledge test and skills assessment were higher than the traditional teaching group, the difference between the two groups was statistically significant. Conclusion The experiential teaching method is conducive to the newly recruited residency to master the theoretical knowledge and practical skills, which is conducive to improving the professional skills and qualities of residency physicians.