中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
10期
1032-1035
,共4页
新生儿复苏培训%案例模拟%参与式反馈%教学法
新生兒複囌培訓%案例模擬%參與式反饋%教學法
신생인복소배훈%안례모의%삼여식반궤%교학법
Neonatal resuscitation training%Case simulation%Participatory feedback%Tea-ching method
目的 探讨案例模拟和参与式反馈教学法在新生儿复苏培训中的应用效果. 方法选取西安交通大学医学院第一附属医院产儿科医护人员120人为研究对象,分4批完成理论培训后再进行新生儿复苏操作练习.前2批设为对照组,由培训教师根据复苏流程示范操作步骤及要领后,以个人为单位练习,发现问题随时指导;后2批设为研究组,采用参与式反馈教学法,按照团队案例模拟操作→观看操作过程→反馈讨论的流程进行教学.教学结束后,分别比较两组学生的理论、操作,团队合作能力成绩及培训满意度. 采用SPSS 16.0软件进行t检验,检验水准α=0.05. 结果 研究组与对照组理论考核成绩分别为(34.27±2.26)分和(33.68±2.32)分,两组比较差异无统计学意义(P=0.166);操作成绩分别为(36.15±1.46)分和(34.79±2.43)分,两组比较差异有统计学意义(P=0.000);团队协作能力分别为(35.78±1.26)分和(33.63±1.98)分,两组比较差异有统计学意义(P=0.000). 研究组与对照组在学习兴趣、操作主动性、对知识的掌握及对教学方式的满意度等方面比较差异有统计学意义,P值分别为(0.001、0.003、0.000、0.000). 结论 参与式反馈教学法用于新生儿复苏培训,能明显提升学员操作能力、团队协作能力.
目的 探討案例模擬和參與式反饋教學法在新生兒複囌培訓中的應用效果. 方法選取西安交通大學醫學院第一附屬醫院產兒科醫護人員120人為研究對象,分4批完成理論培訓後再進行新生兒複囌操作練習.前2批設為對照組,由培訓教師根據複囌流程示範操作步驟及要領後,以箇人為單位練習,髮現問題隨時指導;後2批設為研究組,採用參與式反饋教學法,按照糰隊案例模擬操作→觀看操作過程→反饋討論的流程進行教學.教學結束後,分彆比較兩組學生的理論、操作,糰隊閤作能力成績及培訓滿意度. 採用SPSS 16.0軟件進行t檢驗,檢驗水準α=0.05. 結果 研究組與對照組理論攷覈成績分彆為(34.27±2.26)分和(33.68±2.32)分,兩組比較差異無統計學意義(P=0.166);操作成績分彆為(36.15±1.46)分和(34.79±2.43)分,兩組比較差異有統計學意義(P=0.000);糰隊協作能力分彆為(35.78±1.26)分和(33.63±1.98)分,兩組比較差異有統計學意義(P=0.000). 研究組與對照組在學習興趣、操作主動性、對知識的掌握及對教學方式的滿意度等方麵比較差異有統計學意義,P值分彆為(0.001、0.003、0.000、0.000). 結論 參與式反饋教學法用于新生兒複囌培訓,能明顯提升學員操作能力、糰隊協作能力.
목적 탐토안례모의화삼여식반궤교학법재신생인복소배훈중적응용효과. 방법선취서안교통대학의학원제일부속의원산인과의호인원120인위연구대상,분4비완성이론배훈후재진행신생인복소조작연습.전2비설위대조조,유배훈교사근거복소류정시범조작보취급요령후,이개인위단위연습,발현문제수시지도;후2비설위연구조,채용삼여식반궤교학법,안조단대안례모의조작→관간조작과정→반궤토론적류정진행교학.교학결속후,분별비교량조학생적이론、조작,단대합작능력성적급배훈만의도. 채용SPSS 16.0연건진행t검험,검험수준α=0.05. 결과 연구조여대조조이론고핵성적분별위(34.27±2.26)분화(33.68±2.32)분,량조비교차이무통계학의의(P=0.166);조작성적분별위(36.15±1.46)분화(34.79±2.43)분,량조비교차이유통계학의의(P=0.000);단대협작능력분별위(35.78±1.26)분화(33.63±1.98)분,량조비교차이유통계학의의(P=0.000). 연구조여대조조재학습흥취、조작주동성、대지식적장악급대교학방식적만의도등방면비교차이유통계학의의,P치분별위(0.001、0.003、0.000、0.000). 결론 삼여식반궤교학법용우신생인복소배훈,능명현제승학원조작능력、단대협작능력.
Objective To investigate the effect of case simulation and participatory feedback teaching used for neonatal resuscitation training. Methods One hundred and twenty medical staff was selected as subjects from Obstetric and Pediatric department and were randomized into 4 batches to receive a neonatal resuscitation training program that consisted of theoretical lectures and skill practice. In the control group (first two batches), the teacher demonstrated procedures of neonatal resuscitation, then trainees practiced alone and the teacher corrected their wrong procedure. In the observation group (last two batches), interactive teaching was employed and the training was performed into three steps:practice of skill in teams, watch the procedure of their practice, the feedback. The theoretical exami-nation score, practical examination score, teamwork ability and satisfaction were compared between two groups. SPSS 16.0 was employed for statistical analysis, with α=0.05 as detection level. Results The theoretical examination scores of control group and observation group were (34.27 ±2.26) vs. (33.68±2.32). There was no significant difference in theoretical examination score between the two groups ( P=0 . 166 ) . The practice examination score s of control group and observation group were (36.15±1.46) vs. (34.79±2.43), with significant differences (P=0.000). The teamwork ability of control group and observation group were (35.78 ±1.26) vs. (33.63 ±1.98), with obviously significant differ-ences (P=0.000). The trainees individual study interest, practice intent, knowledge and satisfaction with the training in the observation group were significantly higher than the control group. These results were (8.45±2.75) vs. (6.24±2.28), P=0.001;(8.25±2.05) vs. (6.48±2.75), P=0.003;(7.23±1.37) vs. (5.75 ±1.74), P=0.000; (8.21 ±1.45) vs. (6.34 ±1.69), P=0.000. Conclusion Application of the teaching in neonatal resuscitation training can enhance comprehensive practical skills and team coop-eration ability in med-ical staff, and it improves trainee's satisfaction with the training.
