目的:探讨在内科规培的医师采用PBL联合标准化病人(SP)教学模式的临床效果。方法:选择2020年6月~2023年7月在上海市闵行区中心医院住院医师规范化培训内科基地轮转的80名规培医师作为研究对象,随机分为观察组和对照组。对照组采用传统教学方式,观察组采用PBL和SP教学相结合。结果:与对照组相比,观察组规培医师出科理论考试成绩高于对照组,差异有统计学意义(P P < 0.05)。结论:采用PBL联合SP教学方式在内科住院医师规范化培养中具有良好效果。
目的:本文旨在探讨以问题为基础的教学法(Problem-Based Learning, PBL)对住院医师规范化培训内科基地学员的价值。方法:选择2021年9月~2024年8月在复旦大学附属闵行医院内科基地接受规范化培训的住培学员随机分为观察组(传统教学与PBL教学法相结合教学模式,45名)和对照组(传统教学方式,45名)。以出科考核成绩作为评价指标。结果:出科理论考试成绩观察组住培学员(85.71 ± 6.43分)高于对照组住培学员(80.95 ± 5.41分) (P P Objective: This article aims to explore the value of Problem Based Learning (PBL) in the standardized training of internal medicine base students for resident physicians. Methods: Residents who received standardized training at the Internal Medicine Base of Minhang Hospital Affiliated to Fudan University from September 2021 to August 2024 were randomly divided into an observation group (Combining traditional teaching with PBL teaching method, 45 students) and control group (traditional teaching method, 45 students). Use the performance of the entrance examination as the evaluation indicator. Results: The observation group of resident trainees (85.71 ± 6.43 points) had higher scores in the theoretical examination than the control group (80.95 ± 5.41 points) (P P < 0.05). Conclusions: The combination of traditional teaching and PBL teaching method is beneficial for deepening the understanding of theoretical knowledge among resident physicians, cultivating self-learning and problem-solving abilities, and improving the quality of standardized training for resident physicians in internal medicine bases.
目的:探索住院医师规范化培训时应用以问题为基础的教学法(Problem-Based Learning, PBL)的意义。方法:选择2022年7月~2024年6月在复旦大学附属闵行医院进行规范化培训的住陪学员86名,随机分为观察组(传统教学与PBL教学法相结合教学模式,43名)和对照组(传统教学方式,43名)。对比这两组规培学员出科时的理论和临床技能考核成绩。结果:观察组住培学员的出科理论成绩(88.86 ± 5.78分)高于对照组住培学员(83.59 ± 3.72分) (P P Objective: This paper aims to explore the significance of applying Problem Based Learning (PBL) in standardized training for resident physicians. Methods: A total of 86 resident trainees who underwent standardized training at Minhang Hospital affiliated with Fudan University from July 2022 to June 2024 were randomly divided into an observation group (43 participants using a combination of traditional and PBL teaching methods) and a control group (43 participants using traditional teaching methods). The theoretical and clinical skill assessment scores of these two groups of trainees at the time of graduation were compared. Results: The theoretical scores of the observation group’s resident trainees (88.86 ± 5.78) were higher than those of the control group’s resident trainees (83.59 ± 3.72) (P P < 0.05). Conclusions: The PBL teaching method is beneficial for improving the theoretical knowledge and problem-solving ability of resident trainees, and is of great significance in improving the quality of standardized training for resident physicians.
