中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (7): 492-495.DOI: 10.3760/cma.j.cn115259-20240621-00635

• 教学方法 • 上一篇    下一篇

Teach-back教学方法在麻醉科住院医师文书书写培训中的应用

黄琪, 姚媛媛, 王屹, 于静, 杨瑾婷, 严敏   

  1. 浙江大学医学院附属第二医院麻醉科,杭州 310000
  • 收稿日期:2024-06-21 出版日期:2025-07-01 发布日期:2025-07-01
  • 通讯作者: 严敏, Email: zryanmin@zju.edu.cn
  • 基金资助:
    浙江大学第二临床医学院 2023 年度教学改革研究培育项目(20230241);2021年浙江省第一批省级课程思政教学项目(NO.40)

The application of Teach-back teaching method in the document writing training for resident anesthesiologists

Huang Qi, Yao Yuanyuan, Wang Yi, Yu Jing, Yang Jinting, Yan Min   

  1. Department of Anesthesiology, Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou 310000, China
  • Received:2024-06-21 Online:2025-07-01 Published:2025-07-01
  • Contact: Yan Min, Email: zryanmin@zju.edu.cn
  • Supported by:
    Teaching Reform Research and Cultivation Project of the Second Clinical Medical School of Jiang University in 2023（20230241); The First Batch of Provincial Curriculum Ideological and Political Teaching Projects in Zhejiang Province in 2021（NO.40）

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摘要： 目的 分析Teach-back教学方法(即回授教学方法)在麻醉科住院医师文书书写培训中的应用效果。方法 2023年9月,选取2023年浙江大学医学院附属第二医院住院医师规范化培训(简称住培)麻醉科专业基地40名新入职的住培学员为研究对象,按照随机数字表法将其平均分为试验组和对照组,每组20名学员。试验组学员采用Teach-back教学方法,对照组学员采用传统教学方法。分别于培训后即刻和培训后3周评价两组学员的麻醉文书书写质量,并在培训后即刻进行住培学员满意度调查,在培训后3周进行指导医师的满意度调查。采用配对t检验、独立样本 t 检验和卡方检验分析相关数据。结果 培训后即刻:试验组学员的麻醉病历书写评分和学员对于本次培训的满意度评分均高于对照组学员[(95.4±5.5)分比(91.6±5.7)分;(64.5±1.4)分比(62.3±3.9)分,均P＜0.05 ]。培训后3周:对照组学员的麻醉病历书写评分高于其培训后即刻[(97.2±2.3)分比(91.6±5.7)分,P=0.001) ],试验组学员的麻醉病历书写评分与培训后即刻比较差异无统计学意义[(96.2±2.6)分比(95.4±5.5)分,P=0.487) ],两组学员的麻醉病历书写评分和指导医师满意度评分比较,其均无统计学意义[(96.2±2.6)分比(97.2±2.3)分;(34.6±2.9)分比(35.6±3.0)分,均P＞0.05]。结论 Teach-back教学方法有助于提高麻醉科住培学员的麻醉文书书写质量和满意度评分,有助于刚接触临床麻醉实践的住培学员对麻醉病历文书培训的理解,提高培训效果。

关键词: 麻醉学, Teach-back教学方法, 住院医师规范化培训, 麻醉文书, 医疗安全

Abstract: Objective To explore the application and effect analysis of Teach-back teaching method in the training of anesthesiology. Methods In September 2023, a total of 40 new residents in the anesthesia professional base of the Second Affiliated Hospital of Zhejiang University School of Medicine for standardized residency training enrolled in the study, and were divided into the experimental group and the control group according to the random number table method. The experimental group adopted the Teach-back teaching method, whereas those in the control group were taught by traditional teaching methods. Immediately after training and 3 weeks after training, the content quality of anesthesia documents of the two groups was evaluated, and the satisfaction of the trainees and the supervising doctors was investigated. Paired t test, independent sample t test and Chi-square test were used to analyze the relevant data. Results Evaluation immediately after training: the scores of anesthesia record writing and the satisfaction scores of the experimental group were higher than those of the control group [(95.4±5.5) vs. (91.6±5.7); (64.5±1.4) vs. (62.3±3.9), all P< 0.05]. Evaluation after 3 weeks training, the anesthesia record writing scores of the control group were higher than those immediately after the training [(97.2±2.3) vs. (91.6±5.7), P=0.001]. There was no significant difference between the scores of anesthesia medical records written by the experimental group and those immediately after training[(96.2±2.6) vs. (95.4±5.5), P=0.487]. However, there were no statistical significance in the scores of writing anesthesia medical records and the satisfaction scores of supervising doctors between the two groups [(96.2±2.6) vs. (97.2±2.3); (34.6±2.9) vs. (35.6±3.0), all P>0.05]. Conclusions Teach-back teaching method can effectively improve the quality of anesthesia documents and the satisfaction score of trainees in the department of anesthesiology and help them who are new to clinical anesthesia to better understand the anesthesia records and improve the training effect.

Key words: Anesthesiology, Teach-back teaching methods, Standardized residency training, Anesthesia document, Medical safety

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