The teaching method of staged target combined with problem-based learning for improving the effect of cerebrovascular disease interventional therapy training
10.3969/j.issn.1008-794X.2024.09.019
- VernacularTitle:阶段式目标结合基于问题学习教学法提升脑血管病介入培训效果的研究
- Author:
Huabiao ZHANG
1
;
Hongli LV
;
Hongcan ZHU
;
Pengli ZHOU
;
Xinwei HAN
Author Information
1. 450002 河南郑州 郑州大学第一附属医院放射介入科
- Keywords:
teaching method of staged target teaching combined with problem-based learning;
interventional therapy of cerebrovascular disease;
training effectiveness
- From:
Journal of Interventional Radiology
2024;33(9):1023-1026
- CountryChina
- Language:Chinese
-
Abstract:
Objective To discuss the teaching method of staged target teaching(STT)combined with problem-based learning(PBL)in improving the effectiveness of cerebrovascular intervention training.Methods A total of 44 refresher doctors,who received cerebrovascular interventional training at the Department of Interventional Radiology of the First Affiliated Hospital of Zhengzhou University of China between March 2021 and March 2023,were enrolled in this study.Traditional teaching method was adopted for 20 refresher doctors(control group)and STT+PBL teaching method was adopted for the remaining 24 refresher doctors(study group).Before and after the training,the basic theoretical knowledge,operation skill,comprehensive interventional knowledge and the satisfaction survey were compared between the two groups.Results Before training the differences in the basic theoretical knowledge score and learning motivation between the two groups were not statistically significant(P＞0.05).After 6 months training the completion examination score of the study group was significantly better than that of the control group(P＜0.05).Through independently working in clinical practice for one year after training completion,the operation skill,basic theoretical knowledge and comprehensive ability of the study group were remarkably better than those of the control group(P＜0.05).Moreover,the scores of understanding ability,teacher-student interaction,communication skill,clinical thinking ability,self-learning ability,teamwork skill,knowledge mastery degree in the study group were strikingly higher than those in the control group,and the differences were statistically significant(P＜0.05).Conclusion The combination teaching method of STT and PBL can significantly improve the quality and effectiveness of the training on the interventional treatment of cerebrovascular diseases.
