引用本文:遆新宇 欧阳海峰 韩新鹏 赵峰 张艰.Microsim医学模拟培训系统在实习学员临床思维培训中的应用[J].中华医学教育探索杂志,2015,14(7):751~754
Microsim医学模拟培训系统在实习学员临床思维培训中的应用
Application of Microsim medical simulation training system in medical student's clinical think-ing training
DOI:
中文关键词:  Microsim医学模拟培训系统  临床实习  临床思维
英文关键词:Microsim medical simulation training system  Clinical practice  Clinical think-ing
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作者单位
遆新宇 欧阳海峰 韩新鹏 赵峰 张艰 XijingHospital of the Fourth Military Medical University, 
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中文摘要:
      目的 评估Microsim 医学模拟培训系统在实习学员临床思维培训中的价值及可行性。方法 以2009级、2010级临床医学五年制96名学员为研究对象,随机分组为两组,每组48人。A组在呼吸内科临床实习3周后通过Microsim医学模拟培训系统进行病例学习1周,B组在呼吸内科临床实习4周。观察两组学员实习结束后临床思维考核成绩及教学满意度,数据应用SPSS 17.0进行统计分析,计量资料进行配对t 检验,计数资料采用χ2检验。结果 Microsim医学模拟培训系统评估报告得分[(89.37±7.18) vs. (61.95±15.34)],组间差异有统计学意义。学员临床思维能力考核中得分,分析问题能力[(89.95±4.02) vs. (75.51±6.34)]、处理问题能力[(78.81±8.09) vs. (59.67±9.33)]、处理流程[(86.74±6.59) vs. (70.39±7.05)]和处理效果[(88.61±8.16) vs. (63.54±11.48)]方面,2组间差异有统计学意义。但沟通交流得分[(82.47±5.23) vs. (84.09±3.72)],组间无统计学差异。89.6%(43人)的学员认为Microsim医学模拟培训系统能明显提高临床思维能力,但只有58.3%(28人)的学员认为能巩固基本理论知识。结论 Microsim医学模拟培训系统可提高学员临床思维能力及临床综合处置能力,可作为临床实习教学的有效补充。
英文摘要:
      Objective To evaluate the value and feasibility of Microsim medical simulation training system in medical students' clinical thinking training. Method 96 students of 5-year program of medicine of Grade 2009 and Grade 2010 were the research object. These students were randomly divided into two groups (group A: After 3 weeks' clinical practice in respiratory medicine, taking 1 week Microsim training. group B: Taking 4 weeks clinical practice in respiratory medicine. Each group has 48 students.). The examination and teaching satisfaction of the two groups were observed after the end of the internship. SPSS 17.0 statistical software was used to analyze the collected data (measurement data matching t test, counting data by chi-square test). Results The Microsim system score: group A was (89.37±7.18), group B was (61.95±15.34). The difference between groups was statistically signifi-cant. The following scores suggested the assessment of students' ability of clinical thinking: ability to analyze problems [group A (89.95±4.02) vs. group B (75.51±6.34)], the ability to deal with the prob-lem [group A (78.81±8.09) vs. group B (59.67±9.33)], treatment scheme [group A (86.74±6.59) vs. group B (70.39±7.05)] and the treatment effect [group A (88.61±8.16) vs. group B (63.54±11.48)]. In these aspects, the two groups had statistically significant difference, but communication [group A (82.47±5.23) vs. group B (84.09±3.72)] had no statistically significant difference between the two groups. 89.6% (43) of the participants believed that the Microsim medical simulation training system could significantly improve the clinical thinking ability, but only 58.3% (28) of the students believed that the basic theory of knowledge could be consolidated. Conclusion Microsim medical simulation training system can improve the students' ability of clinical thinking and clinical comprehensive treat-ment ability. It can be used as an effective complement to clinical practice teaching.
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