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| 中文摘要: |
| 目的 探讨目标导向与PDCA循环相结合的教学方法对培养重症医学专业轮科医师的医学专业知识及操作技能的作用。方法 将2013年1月至2015年12月进入本院重症医学科培训的84名轮科医师按照单、双月入科时间分为对照组（41人）和实验组（43人）。实验组接受目标导向与PDCA循环相结合的教学方法，即轮科医师根据教学秘书发放的学习目标清单进行系统学习，每周对在学习过程中遇到的问题进行反馈及汇总，对这些问题进行剖析并寻求最佳的解决办法，通过PDCA循环进入下一周学习工作中。对照组采用传统教学+床旁示教，但不设置任何明确的学习目标。两组轮科医生在出科时，通过比较出科理论考核成绩、临床操作技能评估和问卷调查等方式评估。采用SPSS 18.0进行t检验和秩和检验。结果 与对照组相比，实验组轮科医师的理论考核和技能操作考核明显提高[（91.50±4.18）vs.（87.80±3.63）；（88.80±3.34）vs.（85.40±2.88）]，差异有统计学意义（P＜0.05）。问卷调查显示实验组在总体满意度、教学目标掌握、激发学习兴趣、操作能力和临床思维能力提高及自我信心提升方面明显优于对照组。结论 目标导向与PDCA循环改进法相结合的教学方法能激发轮科医师的学习兴趣，明确学习目标，掌握重点难点，提高轮科医师在重症医学科的学习效果与成绩。 |
| 英文摘要: |
| Objective To investigate the promotional effect of the new teaching method of goal orientation combined with plan-do-check-act (PDCA) cyclic improvement on specialized medical knowledge and operation skills among physicians in critical care medicine. Methods A total of 84 physicians who received critical care medicine training in Department of Critical Care Medicine in Foshan Hospital of Traditional Chinese Medicine from January 2013 to December 2015 were selected, and according to the time of admission, they were divided into control group with 41 physicians and experimental group with 43 physicians. The physicians in the experimental group received the new teaching method of goal orientation combined with PDCA cyclic improvement, i.e., the physicians started systematic learning according to the learning goals sent out by the teaching secretary, summarized problems during learning and looked for optimal solutions every week, and then continued learning in the next week through PDCA cyclic improvement. The physicians in the control group received traditional teaching combined with bedside teaching, but no learning goals were set for them. The two groups were compared in terms of theoretical examination scores, clinical operation skills, and results of the questionnaire survey. The t-test and Wilcoxon ranksum test were used for comparison of scores between the two groups by SPSS 18.0. Results Compared with the control group, the experimental group had significant increases in the scores of theoretical examination (91.50±4.18 vs. 87.80±3.63) and operation skills (88.80±3.34 vs. 85.40±2.88). The questionnaire survey showed that compared with the control group, the experimental group had a significantly higher degree of satisfaction, significantly greater learning interests, and significantly greater improvements in operation skills, clinical thinking ability, and self-confidence. Conclusion The new teaching method of goal orientation combined with PDCA cyclic improvement can stimulate learning interests, clarify learning goals, help physicians to master important and difficult issues, and thus improve their learning outcomes and scores in Department of Critical Care Medicine. |
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