中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (9): 811-814.DOI: 10.3760/cma.j.cn115259-20220217-00177

• 教育技术 • 上一篇    下一篇

混合式教学模式在产钳助产手术模拟教学中的应用效果

郭晓玥, 王妍, 王伽略   

  1. 北京大学第三医院妇产科 北京 100191
  • 收稿日期:2022-02-17 出版日期:2022-09-01 发布日期:2022-08-29
  • 通讯作者: 王伽略, Email: 13671318119@126.com
  • 基金资助:
    2022年度北京大学第三医院教学研究课题(2022bysyjxkt12)

Application of blended teaching to forceps simulation training

Guo Xiaoyue, Wang Yan, Wang Jialue   

  1. Department of Obstetrics and Gynecology, Peking University Third Hospital, Beijing 100191, China
  • Received:2022-02-17 Online:2022-09-01 Published:2022-08-29
  • Contact: Wang Jialue, Email: 13671318119@126.com
  • Supported by:
    Education Research Project of Peking University Third Hospital in 2022(2022bysyjxkt12)

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摘要： 目的 探讨混合式教学模式在产钳助产手术模拟教学中的应用效果。方法 2021年10至12月,选取在北京大学第三医院产科的28名进修医师为研究对象,采用随机数表法将其均分为试验组和对照组,分别采用线上线下相结合的混合式教学模式和线下传统教学模式进行产钳助产手术的模拟培训,通过临床能力考核和问卷调查进行培训效果评价。采用Fisher确切概率法进行数据分析。结果 除了导尿操作和准备产钳助产失败后的补救方案,试验组进修医师产钳助产手术理论知识考核和临床技能操作考核评分高的比例均高于对照组(如签署知情同意书和产钳牵引时机与方向得5分的比例,试验组分别为14/14,13/14,对照组分别为5/14,3/14,均P＜0.001)。试验组进修医师在提高理论水平、临床操作能力、学习兴趣、自主学习能力和教学模式认可度方面评分高的比例均高于对照组(如教学模式认可度得5分的比例,试验组12/14,对照组0/14,均P＜0.001)。结论 混合式教学模式有助于提高进修医师产钳助产手术的培训效果,有助于提高其学习兴趣和自主学习能力。

关键词: 产科学, 混合式教学, 产钳助产手术, 继续医学教育

Abstract: Objective To apply and evaluate a blended teaching mode in forceps simulation training. Methods A total of 28 obstetricians from an advanced training program of obstetricians in obstetrics Department of Third Hospital, Peking University joined the course of forceps simulation training from October to December, 2021.The trainees were randomly divided into experiment group and control group with 14 in each. The blended teaching mode defined by combination of online and offline teaching with simulation training was applied in experiment group and the trainees of control group was trained with traditional method characterized by off line teaching plus simulation technology assistant training. The training effect was evaluated by clinical skill assessment and questionnaire survey. Fisher's exact test was used for data analysis. Results Except for catheterization and prepare remedial plan after failure of forceps delivery, the proportion of trainees with high score in examinations of theoretical knowledge and clinical skill in experimental group was significantly higher than that in control group. For example, the proportion of trainees got 5 points in the informed consent, operation, timing and direction of forceps traction in experiment group reached 14/14 and 13/14 respectively while the proportion found in control group was 5/14 and 3/14 respectively(P＜0.001). The results of questionnaire survey showed that the proportion of high score in the level of theoretical knowledge, clinical skill, learning interest, the ability of autonomous learning and approbation of teaching mode in the experiment group was significantly higher than that in the control group. For example, the proportion of trainees who got 5 points in approbation of teaching mode reached 12/14 in experimental group and 0/14 in the control group ( P＜0.001). Conclusions The blended teaching mode improves the effect of forceps simulation training, learning interest, autonomous learning ability of trainees of post-graduate education program. The method is well acknowledged and accepted by obstetricians.

Key words: Obstetrics, Blended teaching, Forceps delivery, Continuing medical education

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