导师责任制结合CBL教学法在血液科规培医师教学中的应用

• 作 者: 马乐 宫蔷
• 机 构: 陆军军医大学军事预防医学系火箭军医学教研室，重庆 400038;陆军军医大学第一附属医院血液科，重庆 400000
• 出 处: 中华医学教育探索杂志
• 发表日期: 2022年3期
• 关键词: Standardized residency training of hematology Tutor responsibility system Case-b

目的:探讨血液科规范化培训医师实施导师责任制结合案例教学法（case-based learning，CBL）后的带教效果，为血液科规培医师带教方案的制定提供新思路。方法:选取2017年1月至12月在陆军军医大学第一附属医院血液科规培的52名医师，采用随机数字表法将入选者分为观察组与对照组，各26例。对照组接受CBL教学法带教，观察组接受导师责任制结合CBL教学法带教，均带教3年。分别于带教前及带教3年后使用本院自制考核表评估两组医师操作技能、理论知识及教学质量。采用SPSS 24.0软件进行n t检验和卡方检验。n 结果:带教3年后，两组骨髓穿刺术、骨髓活检术、腰椎穿刺术、鞘内注射术等操作技能评分，专科基础理论、常见病规范化诊疗、疑难病例分析、危重患者抢救等理论知识评分，医学知识、临床思维、职业道德、医患沟通、理论联系实践等教学质量评分均较带教前升高（n P<0.05）；观察组的上述评分均高于对照组，差异有统计学意义（n P<0.05）。n 结论:导师责任制结合CBL教学法有利于提升血液科的规培效果和教学质量。“,”Objective:To explore the teaching effect of standardized training physicians in department of hematology through the tutor responsibility system combined with case-based learning (CBL teaching method), and to provide new ideas for the formulation of the teaching plan of standardized training physicians in the future.Methods:A total of 52 residents trained in the Department of Hematology, The First Affiliated Hospital of Army Medical University from January to December 2017 were selected in the study. And they were randomly divided into observation group and control group, with 26 cases in each group. The control group received the CBL teaching method, and the observation group received the tutor responsibility system combined with the CBL teaching method, both of which were taught for 3 years. Our hospital\'s self-made assessment form was used to assess the operating skills, theoretical knowledge and teaching quality of the two groups\' residents before and after 3 years of teaching. SPSS 24.0 was used forn t test and chi-square test.n Results:After 3 years of teaching, the scores of bone marrow aspiration, bone marrow biopsy, lumbar puncture, and intrathecal injection, the basic theories of specialists, standardized diagnosis and treatment of common diseases, analysis of difficult cases, and rescue scores of critically ill patients, the scores of medical knowledge, clinical thinking, professional ethics, doctor-patient communication, theoretical connection with practice of both groups were all increased than before teaching (n P<0.05), and the above scores of the observation group were higher than those of the control group, with statistical differences (n P<0.05).n Conclusion:The tutor responsibility system combined with CBL teaching method is conducive to improving the training effect and teaching quality of hematology.