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| 中文摘要: |
| 目的 评价PBL联合场景模拟在全科医师规培心肺复苏（cardiopulmonary resuscitation，CPR）教学中的应用效果，探讨有助于培养学员临床思维及实践能力的教学方法。方法 选择江苏大学附属宜兴医院2018级规培全科医师40人，随机分成实验组20人（采用PBL联合场景模拟教学）和对照组20人（采用传统教学）。实验组通过课前准备、课堂讨论、实战模拟和分析总结等环节，进行4课时的CPR培训；对照组通过课堂授课、教学查房、分析讨论、技能培训等环节，进行4课时的CPR培训。对两组学员进行相同的理论考试、技能考核，并实施统一的问卷调查；应用SPSS 18.0统计考核与调查数据，组间比较行t检验或卡方检验。结果 实验组学员的理论考试平均成绩为（87.5±4.3）分，高于对照组的（81.2±4.7）分；实验组学员的技能考核平均成绩为（91.0±1.5）分，高于对照组的（83.1±1.8）分；两项成绩的组间差异均有统计学意义（P<0.05）。问卷结果显示，认为所受教学方式对促进自身各项能力较为“显著”的实验组学员数量，多于对照组，且差异均有统计学意义（P<0.05）。结论 PBL联合场景模拟能有效提高规培全科医师CPR教学质量，利于学员完善临床思维和增强综合处理能力。 |
| 英文摘要: |
| Objective To evaluate the effect of problem-based learning (PBL) combined with scene simulation in the cardiopulmonary resuscitation (CPR) teaching of standardized training of general practitioner, and explore a high-quality teaching method that will help students develop their clinical thinking and practical skills. Methods Forty students of the Grade 2018 general practitioner training program in Yixing Hospital Affiliated to Jiangsu University were randomly divided into experimental group (n=20) given PBL combined with scene simulation teaching method and control group (n=20) given traditional teaching method. The pre-class preparation, classroom discussions, actual combat simulations, and analysis and summary were conducted in the experimental group (4-hour CPR training), while classroom teaching, teaching rounds, analysis and discussion, skills training were conducted in the control group (4-hour CPR training). Furthermore, both groups received the same theoretical test, skill assessment, and questionnaires. t-test or chis-quare test was performed for comparison between the two groups using SPSS 18.0. Results The average score of theoretical test in the experimental group was significantly higher than that in the control group [(87.5±4.3) vs. (81.2±4.7), P<0.05]; the average score of the skill assessment in the experimental group was significantly higher than that in the control group [(91.0±1.5) vs. (83.1±1.8), P<0.05]. The questionnaire survey showed more students of the experimental group who reported greater improvement in their abilities than those of the control group (P<0.05). Conclusion PBL combined with scene simulation teaching method can effectively improve the quality of CPR teaching for standardized training of general practitioners, help students improve clinical thinking and comprehensive processing capabilities. |
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