中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (8): 611-614.DOI: 10.3760/cma.j.cn115259-20230804-00088

• 教育技术 • 上一篇    下一篇

混合式教学模式在复训学员基础生命支持培训中的应用

马若琳1, 顾浩杰1, 刘圣珺1, 单启源1, 陈迟1, 孙晓靓1, 康宝丽1, 徐玮2, 丁敏1   

  1. 1同济大学附属东方医院毕业后继续教育办公室,上海 200123;
    2同济大学附属东方医院重症医学科,上海 200120
  • 收稿日期:2023-08-04 出版日期:2024-08-01 发布日期:2024-07-31
  • 通讯作者: 丁敏, Email: dm201088@sina.com
  • 基金资助:
    上海市卫生和计划生育委员会科研课题(201740159);教育部产学合作协同育人项目(221000498102842)

The application of blended learning in basic life support training for retraining

Ma Ruolin1, Gu Haojie1, Liu Shengjun1, Shan Qiyuan1, Chen Chi1, Sun Xiaoliang1, Kang Baoli1, Xu Wei2, Ding Min1   

  1. 1Department of Post-Graduating Continuing Education, Shanghai East Hospital, Tongji University School of Medicine, Shanghai 200123, China;
    2Department of Critical Care Medicine, Shanghai East Hospital, Tongji University School of Medicine, Shanghai 200120, China
  • Received:2023-08-04 Online:2024-08-01 Published:2024-07-31
  • Contact: Ding Min, Email: dm201088@sina.com
  • Supported by:
    Shanghai Municipal Commission of Health and Family Planning Science Funding (201740159); University-Industry Collaborative Education Program of the Ministry of Education (221000498102842)

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摘要： 目的 探讨混合式教学模式在复训学员基础生命支持培训中的应用效果。方法 采用试验对照方法。选取同济大学附属东方医院参加基础生命支持培训的522名复训学员为本研究对象,所有学员均为院内医师。2023年3至4月参加复训的265名学员设为试验组,采用混合教学模式; 2021年3至4月参加复训的257名学员设为对照组,采用传统教学模式。通过两组学员的技能考核和对试验组学员的问卷调查评价教学效果。采用χ2检验、t检验进行数据分析。结果 试验组学员的技能考核首次通过率高于对照组学员[90.6%(240/265)比84.4%(217/257)],其差异具有统计学意义(P=0.034)。试验组学员对采用混合式教学模式进行复训的喜爱度评分为(4.73±0.64)分,接受课程后在实践中使用基础生命支持的信心度评分为(4.78±0.62)分。96.6%(256/265)的学员认为采用混合式教学模式有助于更加灵活地学习,95.5%(253/265)的学员认为有助于系统掌握基础生命支持知识和技能。结论 混合式教学模式有助于提高复训学员在基础生命支持培训中的技能测试通过率,具有让学员更加灵活地进行学习、系统掌握知识和技能的优势,受到学员的喜爱,提高了学员运用基础生命支持技能的自信心。

关键词: 基础生命支持, 混合式教学, 复训, 心肺复苏术

Abstract: Objective To explore the application effects of blended learning inbasic life support training for retraining trainees. Methods An experimental control method was used. A total of522 retraining trainees from East Hospital Affiliated to Tongji University who participated in the basic life support training were selected as the subjects, all of whom were hospital physicians. 265 retraining trainees who participated in the training from March to April 2023 were set as the experimental group, using blended learning mode; and 257 retraining trainees who participated in the training from March to April 2021 were set as the control groupusing blended learning mode. The teaching effectiveness were evaluated through the skill assessments of two groups of trainees and a questionnaire survey of trainees participating in blended learning mode. χ2-test and t-test were used for data analysis. Results The first-time pass rate of skill assessment among the experimental group trainees was higher than that of the control group trainees [90.6% (240/265) vs. 84.4% (217/257)](P=0.034). The survey results showed that the average score of the experimental group's liking for using blended learning mode for retraining was (4.73±0.64) points, and the average score of confidence in using basic life support in practice after receiving the course was (4.78±0.62) points. In addition, 96.6% (256/265) of the experimental group believed that adopting a blended teaching mode would facilitate more flexible learning, while 95.5% (253/265) believed that it would help to systematically master basic life support knowledge and skills. Conclusions The blended learning mode helps to improve the retraining trainees' pass rate of skills assessments in the training of basic life support. It has the advantage of allowing students to learn more flexibly and systematically to master knowledge and skills, and to enhances their confidence in using basic life support skills.

Key words: Basic life support, Blended teaching, Retraining, Cardiopulmonary resuscitation

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