必须声明标量变量 "@Script_ID"。 PBL教学法与专业分组相结合用于ICU临床培训中的效果-《赣南医学院学报》

[1]杨嘉琳.PBL教学法与专业分组相结合用于ICU临床培训中的效果[J].赣南医学院学报,2020,40(06):641-643+648.[doi:10.3969/j.issn.1001-5779.2020.06.024]
 YANG Jia-lin.PBL teaching method combined with professional grouping for clinical training in ICU[J].,2020,40(06):641-643+648.[doi:10.3969/j.issn.1001-5779.2020.06.024]
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PBL教学法与专业分组相结合用于ICU临床培训中的效果()
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《赣南医学院学报》[ISSN:1001-5779/CN:36-1154/R]

卷:
40
期数:
2020年06期
页码:
641-643+648
栏目:
教育与教学
出版日期:
2020-07-22

文章信息/Info

Title:
PBL teaching method combined with professional grouping for clinical training in ICU
文章编号:
1001-5779(2020)06-0641-04
作者:
杨嘉琳
广州医科大学附属第三医院,广东 广州 510150
Author(s):
YANG Jia-lin
Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong 510150
关键词:
ICU病房 PBL教学法 专业分组 临床培训
Keywords:
ICU ward PBL teaching method Professional grouping Clinical training
分类号:
G642.4
DOI:
10.3969/j.issn.1001-5779.2020.06.024
文献标志码:
A
摘要:
目的:探讨总结采用PBL教学法与专业分组法相结合用于ICU临床培训中的应用效果。方法:选择医院ICU 20名医生,其中将ICU病房的A区划分为观察组,将ICU病房的B区划分为对照组,接受为期6个月的培训。观察组采用PBL联合专业分组方法,对照组采用基础教学方法,不进行专业分组,观察两组医生培训前后的工作满意度及专业技能考核。结果:在培训前两组医生的工作满意度及患者对医生的满意度比较均无统计学意义,培训后医生对工作满意度,患者对医生满意度; 各项考核评分和培训前相比,差异有统计学意义(P<0.05)。结论:在ICU医生临床培训的过程中采用专业分组与PBL教学法相结合的方式可以帮助提高医生工作以及患者对医生的满意度,同时医生专业知识及技能水平得到提升。
Abstract:
Objective: To explore the application effect of PBL teaching method combined with professional grouping method in ICU clinical training. Methods: 20 doctors in ICU were selected, in which the A-section of ICU ward was divided into observation group, and the B-section of ICU ward was divided into control group for 6 months of training. The observation group adopted the PBL joint professional grouping method, the control group adopted the basic teaching method and did not carry on the professional grouping, observed the two groups of doctors before and after the training of the job satisfaction and professional skills assessment. Results: There was no statistical comparison between the two groups of doctors' job satisfaction and patients' satisfaction with doctors before the training Learning significance, after the training of doctors on job satisfaction, patients on the doctor satisfaction; each assessment score was with big difference from the situation before training, with statistically significant(P<0.05). Conclusion: The combination of professional grouping and PBL in the course of clinical training of ICU doctors can help to improve doctors' work and patients' satisfaction with doctors.

参考文献/References:

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备注/Memo

备注/Memo:
作者简介:杨嘉琳,女,硕士,副主任医师,研究方向:重症医学方向。E-mail:yangjialing903@163.com
更新日期/Last Update: 2020-07-30