中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (3): 258-262.DOI: 10.3760/cma.j.cn115259-20210623-00802

• 临床教学 • 上一篇    下一篇

PDCA循环结合体验式学习在内分泌临床实习教学中的应用

郭颖1, 青永红2, 任萌1, 严励3   

  1. 1中山大学孙逸仙纪念医院内分泌科,广州 510120;
    2中山大学孙逸仙纪念医院教学科,广州 510120;
    3中山大学孙逸仙纪念医院,广州 510120
  • 收稿日期:2021-06-23 出版日期:2022-03-01 发布日期:2022-02-23
  • 通讯作者: 严励, Email: hfxyl@163.net
  • 基金资助:
    2021年中山大学校级教学质量工程建设项目(81000-31911130);2020年广东省高等教育教学改革项目(粤教高函〔2020〕20号)

Application of PDCA cycle combined with experiential learning in clinical practice teaching of endocrinology

Guo Ying1, Qing Yonghong2, Ren Meng1, Yan Li3   

  1. 1Department of Endocrinology, Sun Yat-sen Memorial Hospital, Sun Yat-sen University, Guangzhou 510120, China;
    2Office of Education Administration, Sun Yat-sen Memorial Hospital, Sun Yat-sen University, Guangzhou 510120, China;
    3Sun Yat-sen Memorial Hospital, Sun Yat-sen University, Guangzhou 510120, China
  • Received:2021-06-23 Online:2022-03-01 Published:2022-02-23
  • Contact: Yan Li, Email: hfxyl@163.net
  • Supported by:
    Teaching Quality Engineering Construction Project of Sun Yat-sen University in 2021(81000-31911130);Higher Education and Teaching Reform Project of Guangdong Province in 2020(Guangdong Higher Education Official Document No.〔2020〕20)

摘要: 目的 探讨计划-执行-检查-处理(plan-do-check-act,PDCA)循环结合体验式学习在内分泌临床实习教学中的应用效果。方法 采用试验对照方法,选择2018年1月至2019年12月在中山大学孙逸仙纪念医院进行内分泌实习的2013级和2014级五年制临床医学专业111名学生为研究对象,采用随机数字表将其分为试验组(57人)和对照组(54人)。试验组学生采用PDCA循环结合体验式学习教学方式,对照组学生采用传统教学方式。采用t检验、Mann-Whitney U 非参数检验比较两组学生的考核成绩以及满意度问卷调查结果。结果 试验组学生比对照组学生在临床实践能力考核成绩[(55.18±3.61)分比(45.37±2.95)分]和总成绩[(89.30±4.99)分比(79.48±4.17)分]评分高,其差异均具有统计学意义(均P<0.001);两组学生在理论考核成绩[(34.12±2.20)分比(34.11±2.47)分]评分无统计学差异(P=0.972)。试验组学生的总体满意度优于对照组学生[(93.86±3.76)分比(86.47±3.07)分],试验组学生比对照组学生在教学计划设计[21.74(2.71)比15.22(6.52)]、临床思维能力提高[4.35(1.09)比2.17(1.09)]和学习兴趣增加[4.35(1.09)比3.26(1.09)]的评分高,其差异均具有统计学意义(均P<0.001)。结论 PDCA循环结合体验式学习有助于提高内分泌实习效果和学生满意度,这种教学方式有助于改进教学计划设计、提高学生的临床思维能力和学习兴趣。

关键词: 内分泌, 计划-执行-检查-处理, 体验式学习, 临床实习

Abstract: Objective To explore the application effect of plan-do-check-act (PDCA) cycle combining with experiential learning in clinical practice teaching of endocrinology. Methods Test control method was used. The study subjects were 111 students enrolled in 2013~2014 of five-year program of clinical medicine and was training as interns in the Department of Endocrinology, Sun Yat-sen Memorial Hospital, Sun Yat-sen University from January 2018 to December 2019. There were 57 students divided into the experimental group and 54 into control group using a randomized digital table. Students in the experimental group received PDCA cycle combining with experiential learning teaching, while those in the control group received classic teacher-centered teaching. T test, Mann-Whitney U test were performed to compare the scores between the two groups, and a satisfaction survey was also conducted. Results The experimental group scored higher than the control group in clinical capacity assessment [(55.18±3.61) vs. (45.37±2.95)] and the total results [(89.30±4.99) vs. (79.48±4.17)](all P<0.001). But there was no difference in the theoretical assessment between the two groups [(34.12±2.20) vs. (34.11±2.47), P=0.972]. Meanwhile, the experimental group scored higher in satisfaction survey [(93.86±3.76) vs. (86.47±3.07)] than the control group, including teaching planning design [21.74(2.71) vs. 15.22(6.52)], improvement of clinical practice [4.35(1.09) vs. 2.17(1.09)] and learning interest [4.35(1.09) vs. 3.26(1.09)](all P<0.001). Conclusions PDCA cycle combined with experiential learning improves practice effect and students' satisfaction, which may improve the training outcomes on teaching planning design, clinical practice capacity and learning interest.

Key words: Endocrinology, PDCA, Experiential learning, Clinical practice

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