| 基金项目:全国医学专业学位研究生教育指导委员会研究课题（YX2019-01-04） |
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| 中文摘要: |
| 目的 探讨小组协作式分层教学在重症医学科规范化培训中的效果。方法 将2020年6月至2020年11月进入青岛大学附属医院重症医学科进行规范化培训的专业学位研究生71人，随机分为试验组和对照组，统一培训1周后行入科考试。试验组采取小组协作式分层教学，对照组采用传统教学。2个月后结束培训，分别行临床演练评估量表（mini-clinical evaluation exercise，Mini-CEX）考核、岗位胜任力评估、出科考试及教学满意度评价。采用SPSS 25.0进行t检验及卡方检验。结果 在Mini-CEX考核中，试验组在问诊技巧[（7.42±0.60）分 vs. （7.00±0.55）分]、体格检查[（7.47±0.56）分 vs. （6.94±0.24）分]、沟通技巧[（7.56±0.50）分 vs.（7.24±0.49）分]、临床辩证思维[（7.53±0.56）分vs.（7.03±0.39）分]、临床诊断[（7.50±0.51）分 vs.（6.90±0.42）分]、能力及效率[（7.58±0.50）分 vs. （7.15±0.44）分]、整体临床能力[（7.64±0.49）分 vs. （7.17±0.39）分]等方面的成绩均高于对照组，差异有统计学意义（P<0.05）。在岗位胜任力评估中，试验组在临床基本能力[（89.15±9.12）分 vs. （86.24±10.23）分]、医学知识运用[（48.37±5.87）分 vs. （46.98±3.68）分]、团队合作能力[（48.10±3.55）分 vs. （45.96±4.83）分]、信息与管理[（68.52±7.61）分 vs. （66.38±5.54）分]、学术研究能力[（22.18±0.95）分vs. （20.87±1.22）分]等方面评估结果均高于对照组，差异有统计学意义（均P<0.05）。在出科成绩、教学满意度方面，试验组高于对照组，差异有统计学意义（均P<0.05）。结论 小组协作式分层教学可以提高重症医学科研究生培养质量，提高临床综合能力和岗位胜任力。 |
| 英文摘要: |
| Objective To explore the effects of small-group collaborative stratified teaching in critical care medicine training for professional postgraduate students.Methods We randomly assigned 71 professional postgraduate students who entered the Intensive Care Unit of The Affiliated Hospital of Qingdao University for standardized training between June 2020 and November 2020 into experimental group and control group. An entrance examination was taken after one week of unified training. Then the experimental group adopted small-group collaborative stratified teaching, while the control group adopted traditional teaching for training. After two months of training, the Mini-Clinical Evaluation Exercise (Mini-CEX) assessment, post competency assessment, exit examination, and teaching satisfaction evaluation were conducted. SPSS 25.0 was used for the t test and chi-square test.Results In the Mini-CEX assessment, the experimental group had significantly higher scores in history-taking skills [(7.42±0.60) vs. (7.00±0.55)], physical examination [(7.47±0.56) vs. (6.94±0.24)], communication skills [(7.56±0.50） vs.(7.24±0.49)], clinical dialectical thinking [(7.53±0.56) vs. (7.03±0.39)], clinical judgement [(7.50±0.51) vs.(6.90±0.42)], organization/efficiency [(7.58±0.50) vs. (7.15±0.44)], and overall clinical competence [(7.64±0.49) vs. (7.17±0.39); all P<0.05] than the control group. In the post competency assessment, the experimental group had significantly better performance in clinical basic competence [(89.15±9.12) vs. (86.24±10.23)], medical knowledge application [(48.37±5.87) vs. (46.98±3.68)], teamwork [(48.10±3.55) vs. (45.96±4.83)], information and management [(68.52±7.61) vs. (66.38±5.54)], and academic research [(22.18±0.95) vs. (20.87±1.22); all P<0.05] than the control group. The experimental group was also significantly superior to the control group in terms of the exit examination score and teaching satisfaction (both P<0.05).Conclusions Small-group collaborative stratified teaching can improve the quality of critical care medicine training for professional postgraduate students, and strengthen their clinical comprehensive abilities and post competencies. |
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