中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (1): 50-54.DOI: 10.3760/cma.j.cn115259-20210304-00295

• 教育技术 • 上一篇    下一篇

线上线下混合教练式培训联合学生自评在医学生临床操作技能培训中的应用

黄一琳1, 李亚2, 黎笑乐1, 王筝扬1, 黄翯1   

  1. 1浙江大学医学院附属邵逸夫医院教育办公室,杭州 310016;
    2浙江大学医学院附属邵逸夫医院心内科,杭州 310016
  • 收稿日期:2021-03-04 发布日期:2021-12-31
  • 通讯作者: 黄翯, Email: huanghell@zju.edu.cn
  • 基金资助:
    浙江省教育厅“十三五”第二批教学改革基金资助项目(zdjg19048); 浙江大学医学院2020年教育改革项目(jgyb20202031)

Application of blending teaching methods combined with self-evaluation in the training of clinical operation skill for medical students

Huang Yilin1, Li Ya2, Li Xiaole1, Wang Zhengyang1, Huang He1   

  1. 1Department of Education Administration, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou 310016, China;
    2Department of Cardiology, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou 310016, China
  • Received:2021-03-04 Published:2021-12-31
  • Contact: Huang He, Email: huanghell@zju.edu.cn
  • Supported by:
    The Second Batch of Teaching Reform Project Authorized by Zhejiang Provincial Education Department during 13th Five-Year Plan Period (zdjg19048); Education Reform Project of Zhejiang University School of Medicine in 2020 (jgyb20202031)

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摘要： 目的 探讨线上线下混合教练式培训联合学生自评在医学生临床操作技能培训中的应用效果。 方法 2020年6月,选取浙江大学2016级五年制临床医学专业24名实习学生作为研究对象,采用随机数字表将其分为试验组和对照组,每组12名学生。在临床操作技能培训中,试验组学生采取线上线下混合教练式培训和学生自评方法,对照组学生采取常规培训方法。实习即将结束时,对两组学生进行客观结构化临床考试(objective structured clinical examination, OSCE)。每周操作结束后当天,试验组学生采用操作技能直接观察评估量表进行自评。 结果 试验组学生的OSCE总成绩为(89.55±6.88)分,高于对照组学生的(83.29±6.80)分,其差异具有统计学意义(P=0.032)。试验组学生自评具有良好的无菌观念从(4.00±0.85)分提高到(4.25±0.75)分,应对及沟通技巧从(4.33±0.78)分提高到(4.50±0.90)分。 结论 线上线下混合教练式培训联合学生自评方式有助于提高学生的临床操作技能水平、无菌观念和应对及沟通技巧。

关键词: 医学生, 线上线下混合教练式, 临床操作技能, 自评, 应用效果

Abstract: Objective To explore the effect of blending teaching methods combined with self-evaluation for clinical operation skill training of undergraduates. Methods A total of 24 undergraduates from a five-year program of clinical medicine enrolled in 2016 were selected in June, 2020. The students were randomly divided into experimental group and control group with 12 in each. Blending teaching methods combined with self-evaluation was adopted in experimental group, while traditional teaching method was adopted in control group. Both groups were evaluated by Objective structured clinical examination (OSCE) before the end of the internship. On the day after the weekly operation, the self-assessment of direct observation of procedural skills was conducted in the experimental group. Results The OSCE scores from experimental group(89.55±6.88)and control group(83.29±6.80) were different (P=0.03). Students' self-evaluation of good aseptic concept increased from (4.00±0.85) to (4.25±0.75), and their coping and communication skills increased from (4.33±0.78) to (4.50±0.90) in experimental group. Conclusions The clinical operation skill of medical students can be improved by blending teaching methods combined with self-evaluation. Students' aseptic concept and communication skills are also improved.

Key words: Students, Medical, Blending teaching methods, Clinical operation skill, Self-evaluation, Application effect

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