| 许文胜1，周东明1，王玉路2，吕晓峰1，张涛3▲.多学科交叉融合联合案例教学法教学模式在骨科专硕研究生住培中的应用[J].中国医药科学,2024,14(11):70-73 基金项目:包头医学院科创融合教育研究项目（BYJJ-KCRH202216）；包头医学院“问学计划”“为学计划”“践学计划”研究项目（2021BYWWJ-YB-33） |
| 多学科交叉融合联合案例教学法教学模式在骨科专硕研究生住培中的应用 |
| Application of multidisciplinary cross-integration combined with case-based learning teaching mode in residential training of orthopedic postgraduates |
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| DOI： |
| 中文关键词: 多学科交叉融合；案例教学法教学模式；骨科专硕研究生；住培教学 |
| 英文关键词:Multidisciplinary cross-integration; Case-based learning teaching mode; Orthopedic postgraduates; Residential training teaching |
| 作者 | 单位 | | 许文胜1，周东明1，王玉路2，吕晓峰1，张涛3▲ | 1.内蒙古科技大学包头医学院第一附属医院创伤骨科，内蒙古包头 014010；
2.内蒙古科技大学包头医学院第一附属医院教学部研究生管理科，内蒙古包头 014010；
3.内蒙古科技大学包头医学院免疫学教研室，内蒙古包头 014010 |
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| 中文摘要: |
| [摘要] 目的 分析骨科专硕研究生住院医师规范化培训（简称“住培”）中采用多学科交叉融合结合案例教学法（CBL）教学模式的价值。方法 选取2021年5月至2022年5月内蒙古科技大学包头医学院第一附属医院骨科进行住培的50名骨科专硕研究生，按培训时间顺序将其分为两组，每组各25名。对照组采用传统教学方式，观察组采用多学科交叉融合结合CBL教学模式。分析两组研究生理论知识考核、临床技能考核、学生学习能力及培训满意度。结果 观察组理论知识考核评分、临床技能考核评分均高于对照组，差异有统计学意义（P < 0.05）。教学后，观察组学习能力评分高于对照组，差异有统计学意义（P < 0.05）。观察组培训满意度评分包括骨科学习兴趣的提高、理论知识的理解记忆、临床分析能力的提升、带教医师教学均高于对照组，差异有统计学意义（P < 0.05）。 结论 多学科交叉融合结合CBL教学模式应用于骨科专硕研究生住培教学中效果明显，研究生理论知识、临床技能考核评分明显升高，并对教学内容表示满意，临床上可借鉴及推广。 |
| 英文摘要: |
| [Abstract] Objective To analyze the value of the teaching mode of multidisciplinary cross-integration combined with case-based learning (CBL) in residential training of orthopedic postgraduates. Methods A total of 50 orthopedic postgraduates from May 2021 to May 2022 were all residentially trained in the Department of Orthopedics in the First Affiliated Hospital of Baotou Medical College of Inner Mongolia University of Science and Technology. They were divided into the control group (n=25) and the observation group (n=25) according to the training time sequence. The control group was treated with conventional teaching method, while the observation group was treated with the multidisciplinary cross-integration combined with CBL teaching mode. The theoretical knowledge evaluation, clinical skills evaluation, students’ learning ability and training satisfaction of the two groups of orthopedic postgraduates were analyzed. Results The evaluation scores of theoretical knowledge and clinical skills of residential trainee in the observation group were higher than those in the control group, with statistically significant differences (P < 0.05). After teaching, the scores of students’ learning ability in the observation group, including critical thinking ability, organization and management ability and scientific research ability, were higher than those in the control group, with statistically significant differences (P < 0.05). The scores of training satisfaction in the observation group, including the improvement of orthopedic learning interest, the understanding and memory of theoretical knowledge, the improvement of clinical analysis ability, and the teaching of supervising physician, were higher than those in the control group, with statistically significant differences (P < 0.05). Conclusion Multidisciplinary cross-integration combined with CBL teaching mode has achieved remarkable results in the residential training of orthopedic postgraduates, and the evaluation scores of theoretical knowledge and clinical skills of postgraduates have increased significantly, and they are satisfied with the teaching content, which can be used for reference and promotion in clinic. |
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