Application research on the combination of simulation and PBL teaching in clinical practice teaching of internal medicine
10.3760/cma.j.cn116021-20201222-01035
- VernacularTitle:仿真模拟结合PBL教学在内科实习临床带教中的应用研究
- Author:
Mingming FU
1
;
Zhiqian WANG
Author Information
1. 河北医科大学第三医院创伤急救中心老年骨科，石家庄 050051
- Keywords:
Simulation;
Problem-based learning;
Internal medicine;
Clinical skill
- From:
Chinese Journal of Medical Education Research
2022;21(10):1357-1360
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To observe the effect of simulation combined with problem-based learning (PBL) in the clinical practice teaching of internal medicine.Methods:A total of 41 internal medicine interns accepted from January 2019 to August 2019 in The Third Hospital of Hubei Medical University were selected as the control group, and the traditional clinical teaching was adopted. Another 43 internal medicine interns received from September 2019 to August 2020 were selected as the experimental group, and the simulation combined with PBL teaching was adopted. The clinical skill knowledge and practical operation skills were compared between the two groups in the examination results, the changes in clinical ability before and after the internship, and the recognition of the teaching. SPSS 25.0 was used for t-test, Chi-square test, and rank sum test. Results:The clinical skill knowledge and practical operation skills of interns in the experimental group [(94.51±4.49), (91.05±7.66)] were higher than those in the control group [(89.20±9.23), (85.63±11.57)] ( P<0.05). There was no significant difference in various scores and total scores of clinical competences (including medical interview skills, physical examination skills, humanistic care skills, clinical judgment skills, communication skills, organizational effectiveness, and overall clinical competence) between the two groups before internship. After the internship, the above scores and total scores of the two groups were higher than those before the internship, and the experimental group was higher than the control group ( P < 0.05). The total recognition of the teaching by interns in the experimental group was 95.35% (41/43), which was significantly higher than 78.05% (32/41) in the control group. Conclusion:Simulation combined with PBL teaching can significantly improve the clinical skill knowledge, practical operation level, clinical ability, and recognition of teaching of medical interns.
