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目的比较分段式教学法和整体式教学法对于基础生命支持(BLS)培训效果的影响。方法将参加BLS培训的住院医师随机分为分段式教学组和整体式教学组,比较两组在培训前、培训后立即以及1月后的考核成绩以及通过率。结果两组医师经过培训后考核成绩均有显著提高。分段式教学组的培训后立即考核的成绩和通过率均高于整体式教学组,但是差异没有统计学意义。培训后1个月的考核成绩和通过率在分段式教学组显著高于整体式教学组(P<0.05)。结论分段式教学法在保持BLS培训的远期效果方面显著优于整体式教学法。
Objective To compare the effect of segmented teaching method and monolithic teaching method on the training effect of basic life support (BLS). Methods Residents who participated in the BLS training were randomly divided into two groups: the segmented teaching group and the integrated teaching group. The scores of the two groups before and after the training and after January were compared and the passing rates were compared. Results Two groups of doctors after the examination results were significantly improved. The score and passing rate of the segmented teaching group immediately after training are higher than the overall teaching group, but the difference is not statistically significant. One month after the training, the test scores and passing rates in the segmented teaching group were significantly higher than those in the integrated teaching group (P <0.05). Conclusion Segmented pedagogy is significantly better than holistic pedagogy in maintaining the long-term effectiveness of BLS training.