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| 中文摘要: |
| 目的 探讨对分课堂结合微课在心外科规培带教中的效果。方法 选取2019年10月至2020年6月医院接收的70名心外科规培生，将其分为A组和B组，各35例。A组采用常规教学，B组采用对分课堂结合微课教学。比较两组带教前后理论考核、实操考核成绩，带教前后自主学习、临床思维和职业社会能力评价，对带教方法的满意度。采用SPSS 26.0进行卡方检验和秩和检验。结果 两组带教前理论考核、实操考核成绩，自主学习、临床思维和职业社会能力评分比较差异均无统计学意义（P ＞0.05）；带教后两组理论考核、实操考核成绩，自主学习、临床思维和职业社会能力评分均升高，且带教后B组均高于A组；两组对带教方法的满意度分布差异有统计学意义（P＜0.05），B组总满意率为97.14%（34/35），高于A组的77.14%（27/35）。结论 对心外科规培生采用对分课堂结合微课教学，不仅可提高其考核成绩，增强其自主学习、临床思维和职业社会能力，还可提高其对带教方法的满意度。 |
| 英文摘要: |
| Objective To study the effect of PAD Class (Presentation-Assimilation-Discussion) combined with micro class in the teaching of standardized training for cardiac surgery residents. Methods From October 2019 to June 2020, 70 residents of cardiac surgery were randomized into group A and group B, with 35 cases in each group. Group A used conventional teaching method, while group B used PAD Class combined with micro class teaching. The scores of theoretical examination and practical operation examination before and after teaching, the evaluation of self-learning, clinical thinking and professional social ability before and after teaching, and the satisfaction with the teaching methods were compared between the two groups. SPSS 26.0 was used for chi-square test and rank sum test. Results There was no significant difference in the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability between the two groups before teaching (P>0.05). After teaching, the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability of the two groups increased, and the scores of group B were higher than those of group A. There was a significant difference in the distribution of satisfaction with teaching methods between the two groups (P<0.05). The total satisfaction rate of group B [97.14%(34/35)] was higher than that of group A [77.14%(27/35)]. Conclusion For the residents of cardiac surgery, the teaching method of PAD Class combined with micro class teaching can not only improve their examination results, enhance self-learning, clinical thinking and professional social ability, but also improve their satisfaction with teaching methods. |
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