融合式教学在全科住院医师规范化培训老年共病管理中的应用

doi:10.3760/cma.j.cn115259-20220520-00655

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (12): 1143-1147.DOI: 10.3760/cma.j.cn115259-20220520-00655

融合式教学在全科住院医师规范化培训老年共病管理中的应用

葛剑力, 耿莎莎, 蒲琳, 江华

同济大学附属东方医院全科医学科,上海 200120

收稿日期:2022-05-20 出版日期:2022-12-01 发布日期:2022-11-28
通讯作者: 江华, Email: Huajiang2013@Tongji.edu.cn
基金资助:
全国全科医学教育教学科研课题(B-YXGP20210301-03);南京医科大学校级教育研究课题(2021ZC087);浦东新区卫生健康委员会卫生计生科研项目(PW2019E-4)

The application of integrated teaching in the management of geriatric comorbidity in the standardized training of general practitioners

Ge Jianli, Geng Shasha, Pu Lin, Jiang Hua

Department of General Practice, Shanghai East Hospital of Tongji University, Shanghai 200120, China

Received:2022-05-20 Online:2022-12-01 Published:2022-11-28
Contact: Jiang Hua, Email: Huajiang2013@Tongji.edu.cn
Supported by:
General Practice Medical Education and Teaching Research Project(B-YXGP20210301-03); School Level Education Research Project of Nanjing Medical University(2021ZC087) ; Health and Family Planning Research Project of Health Committee of Pudong New Area(PW2019E-4)

摘要/Abstract

摘要： 目的探讨融合式教学在提升全科住院医师规范化培训(简称住培)老年共病管理能力的应用。方法采用试验对照方法,选取2016年8月至2022年4月在上海市东方医院全科基地住培的91名学员,按入培年限分为试验组和对照组。试验组50名学员采用融合式教学,对照组41名学员采用传统教学。通过过程性评价(反思性笔记5个维度)和阶段性评价(多站式临床技能考核、年度理论考核)对教学效果进行评价。结果培训后,试验组学员反思性笔记5个维度的总分高于对照组学员[(24.40±0.15)分比(22.46±0.15)分],其差异具有统计学意义(t=6.79,P<0.001);试验组学员多站式临床技能考核总成绩和年度理论考核成绩均高于对照组学员[(485.08±0.93)分比(443.59±1.12)分,(82.18±3.33)分比(71.24±10.59)分],其差异均具有统计学意义(均P<0.001)。结论在全科住培实施老年共病管理能力培养,应用融合式教学可以促进学员形成系统性、整体性、综合性的临床思维,提高对于老年共病及复杂病例的综合诊治能力。

关键词: 融合式教学, 共病管理, 多学科师资, 全科医师, 住院医师规范化培训

Abstract: Objective To explore the application of integrated teaching in improving the ability of geriatric comorbidity management in the standardized training of general practitioners. Methods A total of 91 residents who received standardized training in the general practice center of Shanghai East Hospital from August 2016 to April 2022 were enrolled. According to their years of training, 50 were assigned to the experimental group and 41 to the control group. The integrated teaching mode was used in the experimental group and whereas traditional teaching mode was used in the control group. We implemented process evaluation (reflective notes in five dimensions) and phased evaluation (multi station clinical skill assessment, annual theoretical assessment). The effects of the two groups were evaluated before and after this course. Results After training, the total score of experimental group was higher than that of the control group in five dimensions of reflective notes, with a statistically significant difference [(24.40±0.15) vs. (22.46±0.15), t=6.79, P<0.001]. The total score of experiment group was higher than that of the control group in the multi station clinical skill examination [(485.08±0.93) vs. (443.59±1.12)] and the annual theoretical examination [(82.18±3.33) vs. (71.24±10.59)],with a statistically significant difference (all P<0.001). Conclusions The ability to manage geriatric comorbidity was trained in the standardized training of general practitioners. The application of integrated teaching can promote students to form a systematic, holistic, and comprehensive clinical thinking, and improve the comprehensive diagnosis and treatment ability of geriatric comorbidity management and complex cases.

Key words: Integrated teaching, Comorbidity management, Multidisciplinary teachers, General practitioners, Resident standardized training

中图分类号:

葛剑力, 耿莎莎, 蒲琳, 江华. 融合式教学在全科住院医师规范化培训老年共病管理中的应用[J]. 中华医学教育杂志, 2022, 42(12): 1143-1147.

Ge Jianli, Geng Shasha, Pu Lin, Jiang Hua. The application of integrated teaching in the management of geriatric comorbidity in the standardized training of general practitioners[J]. Chinese Journal of Medical Education, 2022, 42(12): 1143-1147.

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融合式教学在全科住院医师规范化培训老年共病管理中的应用

The application of integrated teaching in the management of geriatric comorbidity in the standardized training of general practitioners

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