中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (6): 414-417.DOI: 10.3760/cma.j.cn115259-20220802-00970

• 教育技术 • 上一篇    下一篇

混合式教学在全科医师的儿科临床思维培训中的应用

张家玮1, 祁祯楠2, 齐建光3, 姚弥2, 刘舒嫣4, 吴娜威5, 张欣3, 闫辉3, 迟春花2   

  1. 1北京积水潭医院社区医学保健科, 北京 100096;
    2北京大学第一医院全科医学科, 北京 100034;
    3北京大学第一医院儿科, 北京 100034;
    4深圳市龙华区大浪街道区域社区健康服务中心, 深圳 518109;
    5北京大学第一医院密云院区科教科, 北京 101599
  • 收稿日期:2022-08-02 发布日期:2023-05-31
  • 通讯作者: 齐建光, Email:qjg2006@126.com
  • 基金资助:
    2020年北京大学医学部教育教学研究课题(2020YB31);2021年全国全科医学教育教学研究课题(A-YXGP20210303-01)

The application of interactive teaching in pediatric clinical thinking training for general practitioners

Zhang Jiawei1, Qi Zhennan2, Qi Jianguang3, Yao Mi2, Liu Shuyan4, Wu Nawei5, Zhang Xin3, Yan Hui3, Chi Chunhua2   

  1. 1Department of Community Healthcare, Jishuitan Hospital, Beijing 100096, China;
    2Department of General Practice, Peking University First Hospital, Beijing 100034, China;
    3Department of Pediatrics, Peking University First Hospital, Beijing 100034, China;
    4Regional Community Health Service Center of Shenzhen Longhua Dalang Subdistrict, Shenzhen 518109, China;
    5Department of Science and Education, Miyun Hospital, Peking University First Hospital, Beijing 101599, China
  • Received:2022-08-02 Published:2023-05-31
  • About author:Qi Jianguang, Email: qjg2006@126.com
  • Supported by:
    2020 Education and Teaching Research Project of Peking University Health Science Center (2020YB31); 2021 National General Practice Education and Teaching Research Project (A-YXGP20210303-01)

摘要: 混合式教学是将多种教学方法与网络化教学的优势相结合充分发挥学生为主体、教师为主导的一种教学方法。本研究以北京大学第一医院全科医师的儿科临床思维能力培训为例,阐述了其设计和实施过程,通过问卷调查、理论和病例分析考核评价培训效果。结果显示,62名学员中,51名(82.3%)学员对本次培训感到非常满意。培训后理论考核成绩为(68.0±14.8)分,与培训前的(66.0±13.1)分相比,差异无统计学意义(t=-0.99,P=0.327);培训后病例分析考核成绩为(75.5±10.7)分,高于培训前的(62.4±15.1)分,其差异具有统计学意义(t=-7.41,P<0.001)。可见,采用混合式教学有助于提高全科医师的儿科临床思维能力,可以进一步推广。

关键词: 全科医师, 儿科, 临床思维, 混合式教学方法, 培训效果评估

Abstract: Interactive teaching is a teaching method that combines the advantages of multiple teaching methods and networked teaching to give full play to students as the main body and teachers as the leading role. This research took the training of pediatric clinical thinking ability for general practitioners from Peking University First Hospital as an example. The design and implementation process was described. The training effect was evaluated by questionnaire, knowledge exam and case analysis. The results showed that 51(82.3%) of the 62 participants were very satisfied with the training. The knowledge score after training (68.0±14.8) was higher than that before training (66.0±13.1), there was no statistically significant difference (t=-0.99,P=0.327). The case analysis assessment score after training (75.5±10.7) was higher than that before training (62.4±15.1), and it has statistically significant difference (t=-7.41,P<0.001). It can be seen that using interactive teaching helps to improve pediatric clinical thinking ability for general practitioners, which can be further promoted.

Key words: General practitioner, Pediatrics, Clinical thinking, Interactive teaching method, Training effect evaluation

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