[1]梅玉霞,刘小敏,庄 承.多学科联合CBL教学模式在新生儿疾病规培带教中的 应用价值[J].医学信息,2019,32(13):7-9.[doi:10.3969/j.issn.1006-1959.2019.13.003]
　MEI Yu-xia,LIU Xiao-min,ZHUANG Cheng.The Application Value of Multi-disciplinary Combined CBL Teaching Mode in the Teaching of Neonatal Diseases[J].Journal of Medical Information,2019,32(13):7-9.[doi:10.3969/j.issn.1006-1959.2019.13.003]
点击复制

多学科联合CBL教学模式在新生儿疾病规培带教中的 应用价值()
分享到：

医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
32卷
期数:
2019年13期
页码:
7-9
栏目:
出版日期:
2019-07-01

文章信息/Info

Title:
The Application Value of Multi-disciplinary Combined CBL Teaching Mode in the Teaching of Neonatal Diseases
文章编号:
1006-1959（2019）13-0007-03
作者:
梅玉霞; 刘小敏; 庄 承
上海市第七人民医院儿科，上海 200137
Author(s):
MEI Yu-xia; LIU Xiao-min; ZHUANG Cheng
Department of Pediatrics,Shanghai Seventh People's Hospital,Shanghai 200137,China
关键词:
多学科; CBL; 教学模式; 新生儿疾病
Keywords:
Key words：Multidisciplinary; CBL; Teaching model; Neonatal disease
分类号:
R197.3
DOI:
10.3969/j.issn.1006-1959.2019.13.003
文献标志码:
A
摘要:
目的 探索多学科联合CBL教学模式在新生儿疾病规培带教中的应用价值。方法 选取自2016年6月~2019年1月至我科规培轮转的学员共60人作为研究对象，2016年1月~2017年6月入科学员共26人设为对照组，2017年7月~2019年1月入科学员34人作为实验组，实验组再采用分层分组，分为新生儿黄疸组（实验1组）和新生儿肺炎组（实验2组），每组17例。实验组采用多学科联合CBL教学模式带教，对照组采用传统教学模式带教，对比分析两组临床综合能力、临床单科知识出科考核成绩以及学生满意度调查结果。结果 临床综合能力测评显示，实验组在询问病史、体格检查、诊断依据、鉴别诊断依据、治疗方案制定、预后指导、沟通能力各项指标均优于对照组，统计学意义显著（P＜0.01）。实验2组新生儿肺炎知识得分高于实验1组和对照组，实验1组新生儿黄疸知识得分高于实验2组和对照组，差异具有统计学意义（P＜0.05）。在调查问卷结果中， 实验组在提高自学能力、快速适应临床工作的能力的满意度均高于对照组（91.18% vs 65.38%，94.12% vs 69.23%），差异具有统计学意义（P＜0.05）；两组在提高学习兴趣、提高发现和分析解决临床问题的能力、增强医患沟通能力方面的满意度，差异无统计学意义（P＞0.05）。结论 多学科联合CBL教学模式提高了学员的临床分析问题、解决问题能力，医患沟通等综合能力，增强学员临床信心，提高带教效率和效果。
Abstract:
Abstract：Objective To explore the application value of multi-disciplinary combined CBL teaching mode in the teaching of neonatal diseases. Methods A total of 60 students from June 2016 to January 2019 to our curriculum were selected as subjects. From January 2016 to June 2017, a total of 26 students were selected as the control group, 2017. From July 2017 to January 2019, 34 students were enrolled as experimental groups. The experimental group was divided into two groups: the neonatal jaundice group (experiment 1 group) and the neonatal pneumonia group (experiment 2 group), 17 cases. The experimental group was taught by multi-disciplinary CBL teaching mode, and the control group was taught by traditional teaching mode. The clinical comprehensive ability, clinical single-subject knowledge, and student satisfaction survey results were compared and analyzed. Results The clinical comprehensive ability evaluation showed that the experimental group was better than the control group in the history of medical history, physical examination, diagnosis, differential diagnosis, treatment plan formulation, prognosis guidance and communication ability (P<0.01). The knowledge of neonatal pneumonia in the experimental group 2 was higher than that in the experimental group 1 and the control group. The knowledge of neonatal jaundice in the experimental group 1 was higher than that in the experimental group 2 and the control group,the difference was statistically significant (P<0.05). In the questionnaire results, the satisfaction of the experimental group in improving self-learning ability and ability to adapt to clinical work was higher than that of the control group (91.18% vs 65.38%, 94.12% vs 69.23%),the difference was statistically significant (P<0.05). There was no significant difference in the satisfaction of the two groups in improving their interest in learning, improving their ability to detect and analyze clinical problems, and enhancing communication skills between doctors and patients (P>0.05). Conclusion The multidisciplinary and combined CBL teaching model has improved the students' clinical analysis problems, problem-solving skills, and doctor-patient communication skills, enhancing their clinical confidence and improving the efficiency and effectiveness of teaching.

参考文献/References:

[1]林楠,高阳,孙梅.PBL联合CBL教学模式在儿科临床实践教学中的应用[J].继续医学教育,2017,31(3):39-41. [2]郝兴梅,路阳,解基严,等.按系统多学科联合教学方式在心血管疾病临床教学中的应[J].继续医学教育,2016,30(6):30-32. [3]王卫平,孙锟,常立文.儿科学[M].第9版.北京:人民卫生出版社,2018. [4]孔祥毓,李磊.多学科联合教学模式在急性胰腺炎诊治教学中的应用效果分析[J].中国社区医师,2017,33(20):165-166. [5]章伟,谷强,张惠荣.儿科住院医师规范化培训临床带教体会[J].农垦医学,2017,38(6):556-558.

相似文献/References:

[1]石绣江,梁晓萍,伊合拉斯,等.CBL联合PBL教学模式在住院医师规范化培训中的 应用效果评价[J].医学信息,2018,31(06):16.[doi:10.3969/j.issn.1006-1959.2018.06.006]
　SHI Xiu-jiang,LIANG Xiao-ping,YI HE-lasi,et al.Evaluation of the Effect of CBL Combined with PBL Teaching Model in Standardized Training of Resident Doctors[J].Journal of Medical Information,2018,31(13):16.[doi:10.3969/j.issn.1006-1959.2018.06.006]
[2]何晓琴,谭 双,吴龙飞.1例重症病毒性心肌炎的护理[J].医学信息,2018,31(17):181.[doi:10.3969/j.issn.1006-1959.2018.17.058]
　HE Xiao-qin,TAN Shuang,WU Long-fei.Nursing Care of a Case of Severe Viralmyocarditis[J].Journal of Medical Information,2018,31(13):181.[doi:10.3969/j.issn.1006-1959.2018.17.058]
[3]韦军葆,廖小莉,余彬彬.多学科教学模式在本科教学查房中的应用[J].医学信息,2019,32(13):13.[doi:10.3969/j.issn.1006-1959.2019.13.005]
　WEI Jun-bao,LIAO Xiao-li,YU Bin-bin.Application of Multidisciplinary Teaching Mode in Undergraduate Teaching Rounds[J].Journal of Medical Information,2019,32(13):13.[doi:10.3969/j.issn.1006-1959.2019.13.005]

更新日期/Last Update: 2019-07-01