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目的观察两种带教外科年轻医师及实习生的方法,总结带教经验,提高带教质量。方法对照组是2013年1~12月的年轻外科医师3名、医学实习生10名,采用指定主治医师带教,无带教计划,没有培训就进入临床实践;观察组是2014年1~12月的年轻外科医师3名、医学实习生10名采用按带教计划带教,年轻医师及实习生培训后再进入临床实习,结合带教老师对手术过程的重点内容、疑难问题主动教育及提问法、手术示意图法、PPT讲课法带教。结果观察组年轻医师对外科的急性阑尾炎、腹股沟疝熟练掌握率高于对照组33.33%,观察组实习生对外科常见手术的术后换药熟练率、实习满意率分别高于对照组20%、40%。结论制定外科医师实习生带教计划,应用主动教育提问法等方法,可明显提高带教质量,可为外科年轻医师的科学带教提供循证依据。
Objective To observe two methods of teaching young surgeons and trainees to summarize teaching experience and improve teaching quality. Methods The control group consisted of 3 young surgeons and 10 medical intern trainees from January to December in 2013. They were instructed and instructed by the designated attending physician without teaching plan and entered the clinical practice without training. The observation group was from January to December 2014 Month 3 young surgeons, 10 medical intern trainees according to the teaching plan, young doctors and trainees after training and then entered the clinical practice, combined with the teacher to teach the key points of the surgical procedure, the problem of active education and questions Law, surgical schematic method, PPT teaching method. Results In the observation group, the acute appendicitis and inguinal hernia mastery rate of the surgical physicians in the observation group was 33.33% higher than that of the control group. The rate of postoperative dressing change and internship satisfaction in the surgical group were higher than those in the control group by 20% 40%. Conclusion The establishment of surgeon trainee teaching plan, the application of active education questioning and other methods, can significantly improve the quality of teaching, surgical surgeons can provide evidence-based scientific teaching.