| 基金项目:首都医科大学2022教育教学改革研究课题（2022JYY148） |
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| 中文摘要: |
| 目的 探究基于实习专用病房（dedicated education units，DEU）理念的“微病房”教学在神经外科住院医师规范化培训中的应用效果。方法 将首都医科大学宣武医院神经外科2021级22名住院医师规范化培训学员作为对照组，采用传统教学；2022级24名学员作为观察组，采用基于DEU理念下的“微病房”教学。比较两组学员培训前后理论知识及操作技能成绩、临床思维能力及教学满意度。采用SPSS 21.0进行卡方检验、Z检验和t检验。结果 观察组学员出科操作技能[（190.63±4.35） vs. （86.79±4.82）]及病例分析成绩[（190.54±5.06） vs. （86.13±5.35）]均高于对照组（P<0.05）；观察组学员培训后开阔思想、统筹思维、求知欲及认知成熟度方面的评分均高于对照组（P<0.05）；观察组学员对神经外科规范化培训带教教师、教学方法及教学效果满意的人数占比均高于对照组（P<0.05）。结论 将基于DEU理念的“微病房”教学应用于神经外科住院医师规范化培训中，可有效提高培训学员临床实践能力及职业素质，培养其专科临床思维，提升其自主学习能力，改善培训质量，值得推广应用。 |
| 英文摘要: |
| Objective To investigate the application of "micro ward" teaching based on the concept of dedicated education units (DEU) in the standardized training of neurosurgery residents.Methods The 22 neurosurgery residents enrolled in 2021 for standardized training were assigned to the control group with traditional teaching method. The 24 neurosurgery residents enrolled in 2022 were assigned to the observation group with the "micro ward" teaching method based on the DEU concept. The theoretical knowledge and operational skill scores, clinical thinking ability, and teaching satisfaction were compared between the two groups of students before and after the training. SPSS 21.0 was used to perform chi-square test, Z test and t test.Results The observation group had higher scores in terms of surgical skills [(190.63±4.35) vs. (86.79±4.82)] and case analysis [(190.54±5.06) vs. (86.13±5.35)] than the control group (P<0.05). The scores were higher in the observation group than in the control group in terms of broadening thinking, overall thinking, curiosity, and cognitive maturity after training (P<0.05). The observation group had a significantly higher proportion of students who were satisfied with standardized neurosurgery training teachers, teaching methods, and teaching results than the control group (P<0.05).Conclusion The application of "micro ward" teaching based on the concept of DEU in the standardized training of neurosurgery residents can effectively improve the clinical practice ability and professional quality of trainees, cultivate their specialized clinical thinking, enhance their independent learning ability, and improve the training quality. Therefore, this teaching method is worth promoting. |
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