Practice of reflective teaching method based on quality feedback in clinical teaching of hemodialysis
10.3760/cma.j.cn116021-20200822-00701
- VernacularTitle:基于质量反馈的反思性教学在血液透析临床带教中的实践研究
- Author:
Jie JIANG
1
;
Yujie YANG
;
Huaihong YUAN
Author Information
1. 四川大学华西医院肾脏内科血液透析中心，成都 610091
- Keywords:
Quality feedback;
Reflective teaching method;
Hemodialysis;
Clinical teaching;
Thinking ability
- From:
Chinese Journal of Medical Education Research
2021;20(12):1423-1427
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the effect of using reflective teaching method based on quality feedback in clinical teaching of hemodialysis.Methods:From January 2019 to May 2020, 76 hemodialysis interns from West China Hospital of Sichuan University were selected and randomly divided into 2 groups. The routine group interns were taught by routine clinical teaching, and the observation group was taught by the reflective teaching based on quality feedback. The teaching time last 3 months. The thinking ability of the two groups before and after teaching and the satisfaction of the interns with the clinical teaching mode were compared. SPSS 22.0 was used for t test and χ2 test. Results:The theoretical and practical assessment scores of the observation group were higher than those of the routine group ( P<0.05). After teaching, the scores of the two groups were all increased in the dimensions of truth-seeking, analytical ability, open thinking, systematic ability, confidence in critical thinking, cognitive maturity and curiosity. And the scores of the above dimensions of the observation group were higher than those of the routine group ( P<0.05). There were significant differences in the satisfaction distribution of the two groups of interns with the clinical teaching mode, and the total satisfaction rate of the observation group was higher than that of the routine group ( P<0.05). Conclusion:The implementation of reflective teaching based on quality feedback in clinical teaching of hemodialysis can improve the teaching effect, enhance the thinking ability of interns, and improve their satisfaction with the clinical teaching model.
