Application effects of "two-classroom" teaching mode in basic life support training for medical staffs
10.3969/j.issn.1008-9691.2019.03.028
- VernacularTitle:"两课堂"教学模式在医护人员基础生命支持培训中的应用效果
- Author:
Qing YU
1
;
Chen LIN
;
Xiaohua QI
;
Shangzhong CHEN
Author Information
1. 浙江医院急诊科
- Keywords:
"Two-classroom" teaching model;
Medical staff;
Basic life support;
Training effect
- From:
Chinese Journal of Integrated Traditional and Western Medicine in Intensive and Critical Care
2019;26(3):366-369
- CountryChina
- Language:Chinese
-
Abstract:
Objective To investigate the effects of "two-classroom" teaching mode of basic life support (BLS) training on medical staffs. Methods One hundred and ninety-nine medical staffs trained in BLS curriculum education from May to August 2018 were selected as the research subjects. They were divided into two groups according to random number table: "two-classroom" teaching mode group (102) and traditional teaching mode group (97). The medical staffs in the traditional teaching mode group were trained by the traditional mode, while those in the"two-classroom" teaching mode group were trained by the "two-classroom" teaching mode, including the first and second classes; the first class is in-class teaching, using the Chinese version of the original American Heart Association (AHA) textbook, whose contents included basic life support operation video observation, practical operation, scene simulation and other teaching modes to carry out classroom teaching, and the second class was mainly in the extracurricular scene simulation. After the training, the differences in teaching effects regarding theoretical knowledge test scores and operational skills test scores and the degrees of satisfaction between the two groups were compared. Results The theoretical and operational scores of the "two-classroom" teaching mode group were significantly higher than those of the traditional teaching mode group (theoretical scores: 92.10±2.40 vs. 83.4±2.5, operational scores: 91.10±2.20 vs. 82.23±2.13, both P < 0.05). The degree of satisfaction with the BLS training (including 5 parts: controllable learning time, good interaction, cooperative communication, autonomous learning ability, achieving teaching goals) in the medical staffs in the "two-classroom" teaching mode group were higher than those in the traditional teaching mode group (controllable learning time: 98.04±6.35 vs. 83.51±5.27, good interaction: 97.06±6.12 vs. 83.51±5.33, cooperative communication: 96.08±6.07 vs. 73.20±4.96, autonomous learning ability: 96.08±6.15 vs. 73.20±4.28 and achieving teaching goals: 98.04±6.27 vs. 79.38±4.62, all P < 0.05). Conclusion The "two-classroom" teaching mode is a scientific, practical, simple and convenient teaching method, which can improve the theoretical and operational performance grades of trainees, and the medical staffs are well satisfied with the "two-classroom" teaching mode of BLS.
